A family Is a socio-pedagogical group of people designed to optimally meet the needs for self-preservation (procreation) and self-affirmation (self-respect) of each of its members. The family creates in a person the concept of a home not as a room where he lives, but as feelings, sensations, where they are expected, loved, understood, protected. The family is such an education that “covers” a person as a whole in all its manifestations. All personal qualities can be formed in a family. The fateful importance of the family in the development of the personality of a growing person is well known.

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

Family tasks are to:
- create maximum conditions for the growth and development of the child;
- become the social, economic and psychological protection of the child;
- to convey the experience of creating and maintaining a family, raising children in it and attitudes towards elders;
- to teach children useful applied skills and abilities aimed at self-service and helping loved ones;
- to cultivate self-esteem, the value of one's own self.

The purpose of family education is the formation of such personality traits that will help to adequately overcome the difficulties and obstacles encountered on the path of life. The development of intelligence and creativity, primary work experience, 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. It is the parents - the first educators - who have the strongest influence on children. Still J.-J. Rousseau argued that each subsequent teacher has less influence on the child than the previous one.
The importance of the influence of the family on the formation and development of the child's personality has become obvious. Family and social education are interrelated, complementary and can, within certain limits, even replace each other, but on the whole they are unequal and under no circumstances can become such.

Family upbringing is more emotional in nature than any other upbringing, because its "conductor" is parental love for children, which evokes reciprocal feelings of children to their parents. "
Consider influence of the family on the child.
1. Family acts as the basis for a sense of security. Attachment relationships are important not only for the future development of relationships - their direct influence helps to reduce the feelings of anxiety that a child may experience in new or stressful situations. Thus, the family provides a basic sense of security, guaranteeing the child's safety when interacting with the outside world, mastering new ways to explore and respond. In addition, loved ones are a source of comfort for the child in moments of despair and anxiety.

2. Models of parental behavior become important for the child. Children usually tend to copy the behavior of other people, and most often those with whom they are in closest contact. This is partly a conscious attempt to behave in the same way as others behave, partly it is an unconscious imitation, which is one aspect of identification with another.

Interpersonal relationships seem to have similar influences. In this regard, it is important to note that children learn from their parents certain ways of behavior, not only by assimilating the rules directly communicated to them (ready-made recipes), but also by observing the models existing in the relationship between parents (example). Most likely, when the recipe and example are the same, the child will behave in the same way as the parents.

3. The family plays an important role in a child's acquisition of life experience. The influence of parents is especially great because they are the source of the necessary life experience for the child. The stock of children's knowledge largely depends on how parents provide the child with the opportunity to study in libraries, visit museums, and relax in nature. It is also important to have a lot of conversation with children.
Children whose life experience included a wide range of different situations and who are able to cope with communication problems, enjoy versatile social interactions, will adapt better than other children to a new environment and respond positively to the changes taking place around them.

4. The family is an important factor in the formation of discipline and behavior in a child. Parents influence the child's behavior by encouraging or condemning certain types of behavior, as well as using punishment or allowing an acceptable degree of freedom in behavior.
From the parents, the child learns what he should do, how to behave.

5. Communication in the family becomes a model for the child. Family communication allows the child to develop their own views, norms, attitudes and ideas. The development of the child will depend on how good the conditions for communication are provided to him in the family; development also depends on the clarity and clarity of communication in the family.
The family for the child is the place of birth and the main habitat. In his family, he has close people who understand him and accept him for who he is - healthy or sick, kind or not very good, docile or prickly and impudent - he is his own 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 the culture itself all his life. The family is a certain moral and psychological climate, for a child it is the first school of relations with people. It is in the family that the child's ideas about good and evil, about decency, about a respectful attitude towards material and spiritual values \u200b\u200bare formed. With close people in the family, he experiences feelings of love, friendship, duty, responsibility, justice ...

There is a certain specificity of family education as opposed to public education. By nature, family education is based on feeling. Initially, the 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 relations between its members: the manifestation of tenderness, affection, care, tolerance, generosity, the ability to forgive, a sense of duty.

A child who has not received parental love grows up unfriendly, embittered, callous to the experiences of other people, impudent, 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, a small person early develops the traits of selfishness, effeminacy, spoiledness, conceit, and hypocrisy.

If there is no harmony of feelings in the family, then in such families the development of the child is complicated, family education 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. This means different value orientations, different criteria for assessing life phenomena, different ideals, points of view, beliefs. One and the same person can be educated and educator: children - mothers, fathers - grandmothers and grandfathers - great-grandmothers and great-grandfathers. And despite this tangle of contradictions, all family members sit down at the same dinner table, relax together, run a household, arrange holidays, create certain traditions, and enter into relationships that are very different in nature.

A feature of family education is an organic fusion with the entire life of a growing person: the inclusion of a child in all vital activities - intellectual and cognitive, labor, social, value-oriented, artistic and creative, play, free communication. Moreover, all stages go through: from elementary attempts to the most complex socially and 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. 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 the school desk, the student is mentally and sensually connected by invisible threads with the home, with the family, with many problems that worry her.

However, the family is fraught with certain difficulties, contradictions and disadvantages of educational influence. The most common negative factors of family education that have to be taken into account in the educational process are:
- inadequate influence of factors of the material order: excess or lack of things, the priority of material well-being over the spiritual needs of a growing person, disharmony of material needs and opportunities for their satisfaction, spoiledness and effeminacy, immorality and illegality of the family economy;
- lack of spirituality of parents, lack of desire for spiritual development of children;
- authoritarianism or "liberalism", impunity and forgiveness;
- immorality, the presence of an immoral style and tone of family relations;
- lack of a normal psychological climate in the family;
- fanaticism in any of its manifestations;
- pedagogical illiteracy, unlawful behavior of adults.

I repeat once again that among the various functions of the family, the upbringing of the younger generation is undoubtedly of paramount importance. This function permeates the entire life of the family and is associated with all aspects of its activities.
However, the practice of family education shows that it is not always "high-quality" due to the fact that some parents do not know how to raise and promote the development of their own children, others do not want to, others cannot due to any life circumstances (serious illness, job loss and livelihood, immoral behavior, etc.), the fourth simply do not attach due importance to this. Consequently, each family has more or less educational opportunities, or, scientifically, educational potential. The results of home education depend on these possibilities and on how reasonably and purposefully parents use them.

The concept of "educational (sometimes they say - pedagogical) potential of the family" appeared in the scientific literature relatively recently and does not have an unambiguous interpretation. Scientists include in it many characteristics that reflect different conditions and factors of the family's life, which determine its educational prerequisites and can, to a greater or lesser extent, ensure the successful development of a child. Such features of the family as its type, structure, material security, place of residence, psychological microclimate, traditions and customs, the level of culture and education of parents, and much more are taken into account. However, it must be borne in mind that none of the factors by itself can guarantee one or another level of upbringing in the family: they should be considered only in combination.

Conventionally, these factors, which characterize the life of a family by different parameters, can be divided into socio-cultural, socio-economic, technical-hygienic and demographic (A.V. Mudrik). Let's consider them in more detail.

Socio-cultural factor. Home education is largely determined by how parents relate to this activity: indifferently, responsibly, frivolously.

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

The socio-economic factor is determined by the property characteristics of the family and the employment of parents at work. The upbringing of modern children requires serious material costs for their maintenance, satisfaction of cultural and other needs, payment of additional educational services. The family's ability to support children financially, to ensure their full development is largely associated with the socio-political and socio-economic situation in the country.

The technical and hygienic factor means that the upbringing potential of a family depends on the place and living conditions, the equipment of the dwelling, and the characteristics of the family's lifestyle.

A comfortable and beautiful living environment is not an additional decoration in life, it has a great influence on the development of a child.
Rural and urban families differ in educational opportunities.

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

Family education principles

The principles of education are practical recommendations that should be followed, which will help to build pedagogically competently the tactics of educational activities.
Based on the specifics of the family as a personal environment for the development of the child's personality, a system of principles of family education should be built:
- children should grow up and be brought up in an atmosphere of benevolence and love;
- parents must understand and accept their child as he is;
- educational influences should be built taking into account age, sex and individual characteristics;
- the dialectical unity of sincere, deep respect for the individual and high demands on her should be the basis of family education;
- the personality of the parents themselves is an ideal role model for children;
- education should be based on the positive in a growing person;
- all activities organized in the family should be based on the game;
- optimism and major - the basis of the style and tone of communication with children in the family.

The most important principles of modern family education include the following: purposefulness, scientific character, humanism, respect for the child's personality, planning, consistency, continuity, complexity and consistency, consistency in education. Let's consider them in more detail.

The principle of purposefulness. Education as a pedagogical phenomenon is characterized by the presence of a socio-cultural reference point, which is both the ideal of educational activity and its intended result. To a large extent, the modern family is guided by objective goals, which are formulated in each country as the main component of its pedagogical policy. In recent years, the enduring universal human values \u200b\u200bset forth in the Declaration of Human Rights, the Declaration of the Rights of the Child, and the Constitution of the Russian Federation have been the objective goals of upbringing.
The subjective coloring of the goals of home education is given by the ideas of a particular family about how they want to raise their children. For the purpose of education, the family also takes into account the ethnic, cultural, religious traditions that it follows.

Scientific principle. For centuries, upbringing at home was based on everyday ideas, common sense, traditions and customs, passed down from generation to generation. However, in the last century, pedagogy, like all human sciences, has advanced far ahead. A lot of scientific data has been obtained about the laws of the child's development, about the construction of the educational process. Parents' understanding of the scientific foundations of education helps them to achieve better results in the development of their own children. Errors and miscalculations in family education are associated with a lack of understanding by the parents of the basics of pedagogy and psychology. Ignorance of the age characteristics of children leads to the use of random methods and means of education.

The principle of respect for the personality of the child is the acceptance of the child by the parents as a given, as he is, with all the features, specific traits, tastes, habits, regardless of any external standards, norms, parameters and evaluations. The child came into the world not of his own will and will: the parents are "to blame" for this, so you should not complain that the baby has not met their expectations in some way, and caring for him "eats up" a lot of time, requires self-restraint, patience , excerpts, etc. Parents "rewarded" the child with a certain appearance, natural inclinations, peculiarities of temperament, surrounded the material environment, use certain means in education, on which the process of forming character traits, habits, feelings, attitude to the world and much more in the development of the baby depends.

The principle of humanity is the regulation of the relationship between adults and children and the assumption that these relationships are built on trust, mutual respect, cooperation, love, goodwill. At one time, Janusz Korczak expressed the idea that adults care about their own rights and are indignant when someone encroaches on them. But they are obliged to respect the rights of the child, such as the right to know and not know, the right to fail and cry, and the right to property. In a word, the child's right to be what he is is his right to this hour and today.

Unfortunately, parents have a fairly common position in relation to the child - "become what I want." And although this is done with good intentions, but in essence it is a disregard for the personality of the child, when in the name of the future his will breaks down, the initiative is extinguished.
The principle of planning, consistency, continuity - the deployment of home education in accordance with the goal. It is assumed that the pedagogical influence on the child is gradual, and the consistency and planning of upbringing are manifested not only in the content, but also in the means, methods, techniques that meet the age characteristics and individual capabilities of children. Upbringing is a long process, the results of which do not "germinate" immediately, often long after. However, it is indisputable that they are the more real, the more systematically and consistently the upbringing of the child is carried out.
Unfortunately, parents, especially young ones, are impatient, often not realizing that in order to form a particular quality, a child's properties need to influence him repeatedly and in a variety of ways, they want to see the “product” of their activity “here and now”. It is not always in the family that they understand that the child is raised not only and not so much by words, but by the whole environment of his home, its atmosphere, which we talked about above. So, the child is told about neatness, they impose requirements on order in his clothes, in toys, but at the same time he sees from day to day how dad carelessly keeps his shaving accessories, that mom does not broadcast a dress in the closet, but throws it on the back of a chair. .. Thus, the so-called "double" morality operates in the upbringing of a child: he is required to do what is optional for other family members.

The principle of complexity and systematicity is a multifaceted influence on the personality through a system of goals, content, means and methods of education. This takes into account all factors and aspects of the pedagogical process. It is known that a modern child grows up in a multifaceted social, natural, cultural environment that is not limited to the family. From an early age, the child listens to the radio, watches TV, goes for a walk, where he communicates with people of different age and gender, etc. All this environment to one degree or another affects the development of the child, i.e. becomes a factor in education. The multifactorial nature of upbringing has its positive and negative sides.

The principle of consistency in education. One of the features of the upbringing of a modern child is that it is carried out by different persons: family members, professional teachers of educational institutions (kindergarten, school, art studio, sports section, etc.). None of the educators of a small child, whether they are relatives or kindergarten teachers, can educate him in isolation from each other - it is necessary to agree on the goals, content of educational activities, means and methods of its implementation. Otherwise, it will turn out, as in the famous fable of I.A. Krylova "Swan, Cancer and Pike". Inconsistency in the requirements and approaches to upbringing leads the child into confusion, the feeling of confidence and reliability is lost.

Family education methods

Methods of family education as ways of interaction between parents and children, which help the latter to develop their consciousness, feelings and will, actively stimulate the formation of behavioral experience, independent children's life, full-fledged moral and spiritual development.

Choice of methods
First of all, it depends on the general culture of the parents, their life experience, psychological and pedagogical training and ways of organizing life. The use of certain methods of raising children in a family also depends on:
from the goals and objectives of upbringing that parents set themselves;
family relationships and lifestyle;
the number of children in the family;
family ties and feelings of parents, other family members, who often tend to idealize the capabilities of children, exaggerate their abilities, dignity, good breeding;
personal qualities of father, mother, other family members, their spiritual and moral values \u200b\u200band guidelines;
the experience of parents and their practical skills in the implementation of a complex of educational methods, taking into account the age and psychophysiological characteristics of children.

The most difficult thing for parents is the practical application of this or that method of education. Observations, analysis of written and oral responses of children show that many parents use the same method in different ways. The greatest number of options is observed when applying methods of persuasion, demand, encouragement, punishment. One category of parents convinces children kindly, in the process of confidential communication; the second is influencing by personal positive example; the third - annoying teachings, reproaches, shouts, threats; the fourth - punishments, including physical ones.

Parent Requirement Method Implementation
Immediate (direct) parental claim Indirect (indirect) parental claim
in the form of an instruction in the form of a display of an image
warning wishes
council orders
categorical reminder order
other types of switching
other types

Basic conditions for the validity of the parental requirement
1. A positive example of parents
2. Benevolence
3. Sequence
4. Taking into account the age characteristics of children
5. Unity in the presentation of claims by the father, mother, all family members, relatives
6. Respect for the child's personality
7. Fairness
8. Strength
9. Taking into account the individual psychophysiological characteristics of children
10. The perfection of the technology of presenting demands (tact, caution, uncategorized tone, non-intrusiveness, attractiveness of form, refinement, filigree speech communication)

The purpose of the course work is to study the essence of home education and its problems.
The object of study is the modern family.
The subject is the problems of raising children at home.
Tasks:

Introduction 3
1. Theoretical aspects of studying the problems of raising children at home in modern conditions
1.1 Home education of the child. Concept, essence 6
1.2 Pros and Cons of Home Education 14
1.3 Problems of parenting at home 21
Conclusion 31
List of used literature 33

Work contains 1 file

Introduction

The family is the most complex subsystem of society that performs various social functions. This is a small social group based on marriage and (or) consanguinity, whose members are united by cohabitation and housekeeping, emotional connection and mutual obligations towards each other.

The problems of family upbringing, school-family interaction in the upbringing of children were the subject of study of many teachers. So, V.A. Sukhomlinsky, creating the humanistic educational system of Pavlysh secondary school, proceeded from the recognition of the huge role of the family in the education of students. “The subtlety of a person's sensations, emotional sensitivity, impressionability, sensitivity, sensitivity, empathy, penetration into the spiritual world of another person - all this is comprehended, first of all, in the family, in relations with relatives,” V.A. Sukhomlinsky. “Be educators of the mind of your child, teach him to think,” he advised parents.

Today the field of family education is less studied in comparison with public education. There are a number of reasons for this.

1. For many years, our country has been pursuing a state policy focused mainly on social education, which belittled the role of the family as a social institution, made the study of the theory and practice of family education irrelevant.

2. The family, being one of the most complex formations in the history of mankind, has many interconnected directions of its activities (functions), therefore, the study of the features of family education cannot be conducted autonomously, within the framework of one pedagogy: an interdisciplinary integrated approach is needed.

3. Family life and home upbringing are difficult subjects of scientific research, since they are often a "secret with seven seals", into which people are reluctant to let strangers, including researchers.

4. Family research requires the development and application, along with traditional, of methods other than those that are actively and quite effectively used in pedagogy in the study of the educational process in kindergarten, school, college, university.

Upbringing in a family has always been defined as home-based (sometimes - home-family). At the same time, it is taken into account that home education can be carried out by family members, as well as by specially invited persons, sometimes professionally prepared for educational activities (nanny, bonn, tutor, etc.). In modern conditions, home education is complemented by public education: children attend a preschool institution, a studio, an art school, a sports section, etc.

At one time, Johann Heinrich Pestalozzi noted that the family teaches life with the help of a living, vital, and not invented, surrogate deed, teaches by deed, not by word. And the word in family education, according to the great teacher, is only an addition, and falling on the soil plowed by life, it makes a completely different impression than when it sounds from the mouth of a teacher.

Thus, in every family, as the well-known Russian psychologist A.V. Petrovsky, its own, individual educational system is taking shape. Of course, in a significant part of modern families, the educational system is not as scientific as in a preschool institution, school, it is largely based on everyday ideas about the child, the means and methods of influencing him. In families where they are concerned about the upbringing of children and their future, the upbringing system is subjected to analysis, evaluation, which makes it hard-won and emotionally colored. The system of family education can be harmonious and orderly, but this is provided that the parents have a definite goal of education, put it into practice, using methods and means of education that take into account the characteristics of the child and the prospects for his development.

A different system of upbringing at home is taking shape in a family where adults do not bother themselves with serious thoughts about the fate of the child, do not create conditions for his full development. Ignoring the interests of the child, satisfying only his most essential needs, granting him unlimited freedom are also signs of a system of home education, but a system that is disorderly, conniving, cruel towards a small child, for the full development of which love, support, care, and reasonable help from adults are needed , first of all, people close to him.

The purpose of the course work is to study the essence of home education and its problems.

The object of study is the modern family.

The subject is the problems of raising children at home.

1. Study the scientific and theoretical literature on the topic of the course work;
2. Define the concept and essence of home education;
3. Consider the positive and negative aspects of parenting at home;
4. To study the problems of raising children at home at the present stage.

1. Theoretical aspects of studying the problems of raising children at home in modern conditions

1.1 Home education of the child. Concept, essence

A family is a socio-pedagogical group of people designed to optimally meet the needs for self-preservation (procreation) and self-affirmation (self-respect) of each of its members. The family creates in a person the concept of home not as a room where he lives, but as feelings, sensations of a place where he is expected, loved, understood, protected. A family is such an education that “covers” a person as a whole in all its manifestations. All personal qualities can be formed in a family. The fateful importance of the family in the development of the personality of a growing person is well known.

Family upbringing is a system of upbringing and education, which is formed in a particular family by the forces of parents and relatives.

Family education is a complex system. It is influenced by heredity and biological (natural) health of children and parents, material and economic security, social status, lifestyle, number of family members, place of residence of the family (place of home), attitude towards the child. The ideal of upbringing is a versatile upbringing of children, which is carried out both in the family and in public educational institutions. But each of these social institutions has certain advantages in the upbringing of certain properties, personality traits in children, the formation of methods of behavior and activity. The family, being the first educational environment in a child's life, takes on the main work, providing one or another level of development. Studies show that the most favorable opportunities are created in the family for strengthening the child's health, developing his physical qualities, moral feelings, habits and motives of behavior, intelligence, and familiarization with culture in the broadest sense of the word.

Raising a healthy child is one of the most important tasks of a family. From the course of preschool pedagogy, you know about the close relationship between the physical and mental development of a child, that full-fledged physical development is a kind of foundation on which the personality framework is “built”. Meanwhile, modern statistics testify to the poor physical development and health of children and adolescents. The concept of "deceleration" is becoming more and more active in professional vocabulary, meaning that the generation of modern children is distinguished by lower indicators of physical development than their peers 10-15 years ago.

It would seem that modern spouses should feel a special responsibility for the health of the unborn child. In fact, this is far from the case. Very few young people who intend to marry and who are anxious about the physical well-being of future heirs turn to the services of specialists in the medical genetic service. And this well-being may turn out to be illusory, if we take into account the burden of hereditary and other diseases that burden the spouses, the peculiarities of their lifestyle, adherence to some, to put it mildly, bad habits (alcohol, smoking, drug addiction). As a result, a significant part of newborns are born with one or another deviation in physical and often mental development. Add to this the unfavorable environmental situation prevailing in many regions of the country, economic difficulties experienced by a significant part of families, and it will become clear to you why today, more than ever, it is important to focus on the tasks of physical education of children. Meanwhile, in many families this very area of \u200b\u200bupbringing is “pushed back” to the last plan. No, parents are very concerned about a child's health, especially when he is often sick, but do not make special efforts to strengthen him, prevent diseases, all the more they pay insufficient attention to the development of movements, physical (motor) qualities, cultural and hygienic skills, and involvement in sports.

Since raising a healthy child contains many aspects, let us recall the most important for a modern family. The connection between child health protection and hygienic education should be especially noted. It begins with the creation of conditions for raising a child that meet the requirements of hygiene (cleanliness and order in the apartment, especially in the kitchen, in the nursery; children's furniture adapted to his growth; individual bedding and hygiene items, dishes; clothes made of natural materials, selected for the weather, etc.). An important responsibility of parents is to educate children in the habit of washing their hands (before eating, after walking, going to the toilet), thoroughly brushing their teeth in the morning (after breakfast) and in the evening; take a shower every day, wash yourself; use a handkerchief as needed; make the bed, take care of your clothes.

Genuine parental care for full physical and mental health is a guarantee of a rational day regimen, which provides enough time for good sleep (night and day), walks in the fresh air (at least 4 hours), hours of eating, games. It is necessary to avoid violations of the usual regime on holidays and weekends, when the child has a lot of impressions, he gets tired, as a result of which he especially needs rest, quiet activities.

The growth, development of a child, the prevention of many diseases directly depend on a balanced diet: sufficient, benign, varied, with the necessary amount of vitamins.

Currently, there are many families around the world, including in our country, where children are elementary malnourished, drink poor-quality water, which leads to pronounced hypotrophy (weight deficit). To solve this problem, only the desire and efforts of parents are not enough: serious socio-economic measures are needed.

Based on the knowledge gained in the study of natural science subjects, formulate the requirements for the organization of rational nutrition for the child in the family. Explain the reasons why these requirements are often violated in modern families.

One of the means of increasing the body's defenses is hardening. It is known that by the time a child is born, his physiological mechanisms are not fully formed, so he has a higher heat transfer than older children and adults, which can lead to faster hypothermia or overheating.

Preschool age, according to A.N. Leont'ev, represents the period of the "initial actual folding" of the personality. It was during these years that the formation of the main personal mechanisms and formations took place. The core of the personality is the moral position of a person, in the formation of which the family plays a decisive role.

It is known that over the entire centuries-old history, mankind has developed morality, i.e. a set of norms, requirements, prohibitions, rules of behavior and interpersonal communication, imposed by society on each of its members. The pedagogical function of morality is that with its help children master the complex world of social relations.

A child begins to become familiar with the moral values \u200b\u200bof humanity and a particular society from an early age in the process of interacting with family members who make up the first reference group in his life (A.V. Petrovsky). The reference group is the most significant for the child in comparison with the rest; he accepts precisely its values, moral norms and forms of behavior. It is the family that lays the foundation for the formation of the child's moral position due to the constancy, duration, emotional coloring of educational influences, their diversity, and the timely use of the reinforcement mechanism. Therefore, all deviations in the family's moral upbringing of a child can seriously complicate his future life when he encounters other moral values \u200b\u200band requirements - in kindergarten, school, in life.

We found out that modern pedagogy is a system of scientific branches: pedagogy of early age, preschool pedagogy, correctional, etc. One of the branches is family pedagogy.

All branches of pedagogical science that investigate a wide range of general and special problems that deeply reflect the connections between the corresponding pedagogical phenomena are "related" to each other. They are "related" by the subject that they study, namely: the essence of upbringing, its deep internal mechanisms, the relationship with the development of the personality and the external conditions of its existence. But each of the branches of modern pedagogy studies the essence of education from its specific angle of view, taking into account the age and other characteristics of the educated, the specifics of interaction between the subjects of the educational process. Depending on these features, the goals, content and structure of the educational process in a particular social institution differ: family or public.

Today the field of family education is less studied in comparison with public education. There are several reasons for this.

1. For many years, our country has been pursuing a state policy focused mainly on social education, which belittled the role of the family as a social institution, made the study of the theory and practice of family education irrelevant.

2. The family, being one of the most complex formations in the history of mankind, has many interconnected directions of its activities (functions), therefore, the study of the features of family education cannot be conducted autonomously, within the framework of one pedagogy: an interdisciplinary integrated approach is needed.

3. Family life and home upbringing are difficult subjects of scientific research, since they often represent a "secret with seven seals" into which people are reluctant to let outsiders, including researchers.

4. Family research requires the development and application, along with traditional, of methods other than those that are actively and effectively used in pedagogy in the study of the educational process in kindergarten, school, college, university.

Upbringing in a family has always been defined as home-based (sometimes - home-family). At the same time, it is taken into account that home education can be carried out by family members, as well as by specially invited persons, sometimes professionally prepared for educational activities (nanny, bonn, tutor, etc.). In modern conditions, home education is complemented by public education: children attend a preschool, school, walking group, studio, art school, sports section, etc.

Two branches of upbringing - in the family and in public institutions - were formed in ancient times, rooted in the history of mankind at the dawn of its existence. Both branches are ambiguous phenomena: they have a lot in common, but there are also important, fundamental differences. So, the tasks of upbringing in a family and public educational institutions, being specific historical, depending on the characteristics of a person's life in society at a certain stage of its development, differ in the ratio of emotional and rational components: the first prevails in the family, the second predominates in social education. In other words, social education lacks the warmth and naturalness of the family; as M.M. Rubinshtein rightly noted, there is always a share of rationality and coldness in it.

Certain differences are observed in the goals, principles, content of social and family education. In a preschool institution, school and other educational institutions, the goal is objective, since it is subordinated to the "order" of society to educate the members it needs. In the family, the goal of upbringing is distinguished by a certain subjectivity, because it expresses the ideas of a particular family about how it wants to raise its children. This takes into account the real and imaginary abilities of the child, other individual characteristics.

Thus, the goals of family and social education may not coincide, and sometimes contradict each other. We can rightfully say that in a preschool institution, school, the goals, principles, content of education have a scientific basis, are "spelled out" in program documents, formulated for a specific educational institution, differentiated by age categories of pupils, while in the family are often unformulated and vary for a variety of reasons.

Parenting methods , which are used in a kindergarten (or other educational institution) and family, differ in their set, and, which is especially important, in content, and, consequently, in psychological essence, the effectiveness of the impact on the child. In family methods of upbringing, there is no stamp of intentionality inherent in kindergarten, but there is more naturalness, an appeal to a specific child who has his own life experience, certain habits, preferences and interests. Thus, each family has its own individual educational system. Of course, in a significant part of modern families, the educational system is not as scientific as in a preschool institution, school, it is largely based on everyday ideas about the child, the means and methods of influencing him.

The upbringing system of the family is formed empirically: it is constantly tested in experience, contains many pedagogical "findings", although it is often not devoid of miscalculations and serious mistakes. In families where the upbringing of children is concerned, the upbringing system is subjected to analysis, evaluation, which makes it hard-won and emotionally colored. The system of family education can be harmonious and orderly, but this is provided that the parents have a definite goal of education, put it into practice, using methods and means of education that take into account the characteristics of the child and the prospects for his development.

A different system of upbringing at home is taking shape in a family where adults do not bother themselves with serious thoughts about the fate of the child, do not create conditions for his full development. Ignoring the interests of the child, satisfying only his most essential needs, granting him unlimited freedom are also signs of a system of home education, but a system that is disorderly, conniving, cruel towards a small child, for the full development of which love, support, care, and reasonable help from adults are needed , especially people close to him.

Thus, we can conclude that social education, in comparison with family education, is distinguished by greater scientific validity, purposefulness, and planning. However, this does not ensure the priority of social education in the formation of the child's personality, especially in the first years of his life. Science and practice convince of the crucial role of the family in the development of the child. And the reason for this lies in the fundamental difference in the nature of the dominant relationship between the subjects of education in the family and institutions of public education.

In family education, the interrelation of subjects (spouses, parents, children, grandmothers, grandfathers, brothers, sisters, other relatives) is informal, based on face-to-face contacts. In a family, as a rule, there is no rigidly defined system of vertical relationships, a strict structure of power in which statuses and roles are prescribed in advance. The degree of closeness of contacts between members is aggravated by relations of kinship, love, affection, trust and responsibility for each other, is distinguished by a wide range of manifestations, emotionality, openness. Family for a child - the least restrictive, softest type of social environment.

Public education is carried out by society, the state and organizations created for this purpose (kindergartens, schools, etc.). Therefore, the relationship between the subjects of upbringing in a public educational institution has an institutional-role character, i.e. is largely determined by the functional responsibilities of the teacher, although it can be softened or, on the contrary, toughened depending on his personal qualities. However, the relations "teacher - child", "teacher - children", "teacher - colleagues", "teacher - administration" are more fixed than the relationship between family members and a child under conditions of home education.

Here is a diagram developed by E.P. Arnautova and V.M. Ivanova, where the shortcomings and positive aspects of social and family education are considered (Table 1).

Based on the above table, we can conclude that each of the social institutions has its own advantages and disadvantages. So, being brought up only in a family, receiving love and affection from its members, guardianship, care, the child, without entering into communication (contact) with peers, can grow up selfish, not adapted to the requirements of the life of society, the environment.

Table 1

Comparison of social and family education

Kindergarten
disadvantages	Benefits
A business form of communication between a teacher and children, his reduced intimacy, emotional deficiency The presence of successive educators with different programs of their behavior, methods of influencing the child. The teacher's appeal to all children, the lack of individual communication with each child. Comparative severity of the daily regimen. Communication with children of the same age	Relatively soft relationship between parents and child, emotional saturation of the relationship The constancy and duration of the pedagogical program of parenting behavior, their impact on the child Individual appeal of pedagogical influences to the child. A mobile regime of the day. The ability to communicate with family children of different ages
Benefits	disadvantages
Availability and use of a program for the education and training of preschoolers, pedagogical knowledge of teachers, scientific and methodological manuals Purposeful nature of education and training of children Living conditions and life are scientifically developed for the upbringing and education of children. Application of methods of upbringing, teaching, adequate to the age characteristics and capabilities of preschoolers, understanding their spiritual needs Skillful application of the assessment of the activities and behavior of children as a stimulus for their development. Various meaningful activities of children in children's society. Ability to play and communicate with a wide range of peers	Lack of an upbringing program, the presence of fragmentary ideas about upbringing in parents, the use of random pedagogical literature by parents The spontaneous nature of the upbringing and education of the child, the use of individual traditions and elements of purposeful upbringing. The desire of adults to create conditions for themselves in the family, their lack of understanding of the importance of these conditions for the child Misunderstanding of the age characteristics of preschoolers, the idea of \u200b\u200bchildren as a smaller copy of adults, inertia in the search for methods of education Lack of understanding of the role of assessment in the upbringing and education of a child, the desire to evaluate not his behavior, but his personality. The monotony and lack of content of the child's activities in the family. Lack of communication with children in the game. Inability to give the child an objective characterization, to analyze their methods of education

Thus, public and family education have a number of fundamental differences that must be taken into account in order to ensure their appropriate interaction, complementarity in the real educational space.

Educational science claims that it is up to the parents and their parenting style to determine how their child grows up. His behavior, attitude to the world around him and society, his formation as a person mainly depends on the situation in the family. In this case, we will consider one style - this is an authoritarian parenting. How does it affect the formation of the child's personality and what results it leads to.

Definition of the term

Authoritarian education - actions aimed at the complete and unquestioning subordination of the pupil (child, pupil, student) to the educator (parent, nanny, teacher, etc.). This style has both pros and cons.

The concept comes from the Latin word auctoritas - authority, respect, power or influence. The current originated in ancient times.

That is, authoritarian education is a method of influence with the help of which an adult completely subjugates a child to himself. He develops in him lack of initiative, suppresses his independence, prevents the expression of individuality.

Authoritarian parenting theory

This style means complete dictatorship. The child is kept under very strict control, so to speak, "with an iron grip", prohibiting almost everything that can bring him joy.

If you imagine that in this style of authoritarian education there is no carrot at all, only a stick. In fact, the only thing that parents take is punishment, which the child is terribly afraid of.

This method has always caused heated debate among pedagogical figures, dividing scientists into two camps. In the first, they proved that this brings positive results, developing obedience, integrity and organization in the offspring. The latter, on the contrary, spoke out categorically against the authoritarian type of upbringing, explaining this by the fact that such children grow up with some mental disabilities and a completely suppressed will.

So what are the really positive and negative aspects of this method?

The advantages of such upbringing

Of course, the first positive result of this style will be discipline and responsibility for their actions. Such children grow up obedient. So to speak, robots who were given a command, and they carry it out without any wrangling.

The second plus is expressed in the fact that such children at a very early age will not seek solutions for any reason, which will not allow a nervous breakdown to occur.

Cons of authoritarian parenting

The disadvantages of this method are that:

1. The baby develops complexes - these are low self-esteem, cowardice, inactivity and insecurity.
2. The child's personality practically does not develop. He automatically obeys the orders and advice of his parents, even as an adult. And sometimes he does not notice at all that these actions are contrary to his own desires.
3. A huge inferiority complex develops. The psyche of a child suffers if he is constantly afraid of punishment.
4. An important factor is the fact that at a more mature age he can simply break loose and go all out, making up for everything that was forbidden to him.

Positive result

And now you can consider what the child will eventually become, who received an authoritarian family upbringing.

At best, a person will grow up like that.

1. Timid, calm, very obedient.
2. Without thinking about the consequences, he will fulfill any wish emanating from his parents or those who are older than him.
3. He will try to study very well, and possibly graduate with honors.
4. He can become a good worker who always and on time fulfills the task assigned to him.
5. From a masculine point of view, girls raised in this way become good wives.

Negative result

1. A despot who will project his difficult childhood onto those around him and loved ones.
2. In adulthood, the child will lose respect for his parents. In its place will come hatred and their reduced authority.
3. The person will become aggressive, cynical and conflictual. All problems will be solved by force.
4. It will be practically unrealistic to find a job under someone's leadership and in a team, since he will enter into disputes with everyone.
5. All his life he will fight for something, against something and with someone. The main goal will be to fight.

Parental behavior

In simple terms, the behavior of parents can be divided into 2 options:

1. I said so, so it will be so.
2. I am a parent, I am an adult, so I am right.

That is, parents do not compromise, forcing the child to fulfill their requirements inside and out. Their frequent phrases are: "you must", "you are an idiot", "you are obliged", "you are lazy, stupid, fool", etc.

As a rule, such parents punish the child for every offense, most often resorting to physical punishment. Any manifestation of Desire and requests are not heard and are completely ignored.

Real examples

The most striking example of a child who received an authoritarian upbringing is Adolf Hitler himself. His father, having retired from the customs service, left unflattering reviews about himself, he is characterized as a very conflicted and arrogant person.

His tyrannical inclinations forced his eldest son, Hitler's brother, to run away from home. Adolf himself graduated with honors from the school in Lambach.

After the flight of his son, Adolf's father began to drill him, which led Hitler to the same thoughts about escaping as his brother, but he did not.

However, he directed his rage and wrestling traits to form himself as a leader. Already at school, he was very different from his classmates, which can be seen even from photographs. And, as one of them said, Hitler was a calm fanatic.

The tyrannical method of upbringing affected the further fate of the German teenager, who later became one of the world's brightest dictators, who killed millions of human lives.

Another boy who was brought up in this regime was again a German. It was Hans Müller. Despite the fact that he was the only child in the family, his parents kept him in strict discipline. Any violation of the rules was punished physically.

By order of his parents, Hans joined the armed forces of Nazi Germany and the National Socialist Party. At the age of 25, he was admitted to a special unit that was responsible for guarding the Death's Head concentration camps.

When the Soviet army liberated Auschwitz, they got their hands on all the documentation, which described in detail all the atrocities and horrors that G. Müller did with the prisoners.

Final conclusions

The method of such upbringing can lead to irreversible, harmful consequences for the child. The violence and pressure that parents put on their child may forever deprive them of a quiet old age. And, unfortunately, there will be no one to serve a mug of water.

Therefore, when choosing how to raise a child, it is worth maintaining balance and equally often praise and cultivate discipline in him. The kid should feel the support and love of his parents, then only he will become a successful and kind person.

Is it possible for a teenager to lose weight without dieting? And why exactly without diets? In adolescence, the child's body more than ever needs not only a sufficient amount of vitamins and minerals, but also calories. This is an intense phase of growth and physical formation. And, of course, it implies the passage of puberty. Therefore, rigid and exhausting diets are not only undesirable, but also extremely contraindicated in adolescence.

If a child is allowed everything and there are no prohibitions, he will gradually turn into a little devil. And if you constantly reprimand or forbid something, you will grow up a notorious creature with a lack of will. Therefore, in raising children, stick to the golden mean.

The child's closest and dearest person is the mother. Dads play, so to speak, a "second role" in the life of the baby. It is the father who can direct his son or daughter on the right path. Parents have different functions in raising a child that complement each other. In other words, the dad can give in the upbringing of the baby what the mother cannot and vice versa.

How often the joy of having a child is replaced by irritation and anger as a new family member grows up. A heavy load of grievances, complaints, misunderstandings is accumulating. Imperceptibly alienation turns into an insurmountable abyss.

Behind the difficult periods of infancy, when you did not sleep, watching the development of the child by months, behind the kindergarten, ahead of entering the 1st grade, an exciting student life. The task of parents is to ensure that preschool preparation for school provides him with comfortable learning, joining the student collective.