Seminar “Influence of parents on the formation of a child's personality. The study of parental influence on the formation of a child's personality

INFLUENCE OF PARENTS ON THE CHILD'S PERSONALITY

For a child. There is a deep connection

Generations. The child is one of the links

A chain stretching for centuries, and breaking it -

The gravest tragedy that is inevitable

Leads to the disintegration of moral principles "

V. A. Sukhomlinsky

Voluntary or involuntary educators of a small child are all adults who surround the child in early childhood. But the closest people are the members of his family, who influence his habits and character.

For his healthy and normal development, the baby absolutely needs maternal patient caress, tenderness, attention, love. The child calmly and joyfully falls asleep to the gentle, kind lullaby. During an illness, the medicine in mother's hands does not seem so bitter.

The behavior of a young son is most often a mirror image of his father's behavior. Being a dad is a serious and extremely responsible matter. A smart father wisely uses his authority with children. Respecting the people around him, he treats his son and daughter with respect. Never offend their human dignity. Don't raise your voice at them. It is very useful for a boy when, in addition to common everyday household chores and duties, he has a common hobby with his dad. Each joint business gradually and naturally accustoms the little son to work, to the feeling of his own involvement in the big adult world of people.

If a boy sees that his dad always gives way to women in public transport, the son will very soon begin to behave in the same way. If the child sees how restrained and well-mannered the father behaves, the son will also restrain his emotions. When the baby sees how carefully and affectionately dad treats mom and grandmother, how he tries to help them in endless “female” worries, the baby also tries to be like dad.

The influence of the father on the daughter is great. Dad for many years remains a model of male behavior for his daughter. But the role of the mother in the upbringing of the girl is infinitely great. Girls in their attitude to home and family, in their habits and tastes, first of all, are equal to their own mother. Therefore, in a family where a daughter is being raised, a mother must be a demanding person to herself. It is the mother who must teach the little girl to do household chores. Mother and daughter should have their own “feminine” affairs in the family.

We must raise children to be kind, smart, healthy and happy. The life of a parent-educator is filled with work and happiness. The happiness of the creator who creates the most precious thing on Earth - the souls of children. Today's parent must constantly educate himself. To educate in oneself a hardworking, patient, loving, humane person. He must improve his knowledge and culture. Therefore, it is necessary to equip parents with the appropriate knowledge and skills.

On the topic: methodological developments, presentations and notes

Influence of the style of family education on the personality of the child (comprehensive methodological development of the parent meeting)

The purpose of the parent meeting presented in the development is to inform parents about the main styles of family education and their influence on the formation of the child's personality. Math archive...

The influence of parents on the formation of the child's personality (scientific - methodological work)

The proposed work experience is saturated with a variety of methods, forms of work, diagnostic material, and questionnaires. Material will help the educator in organizing work with parents....

SCIENTIFIC AND METHODOLOGICAL WORK

Influence of parents on the formation of the personality of the child.

Plan

1.Introduction………………………………………………………………………………………3

2.History of the study of the problem……………………………………………………………5

3. Analysis of ways to solve the problem at the present stage……………………………..7

4.Experimental study of the problem…………………………………………..21

5.Conclusion……………………………………………………………………………….17

7. Literature………………………………………………………………………………… 19

Introduction

The upbringing of children, the formation of the child's personality from the first years of his life is the main responsibility of parents.

The family influences the child, attaches to the surrounding life. Love alone is not enough for children to grow up, to develop more normally. If parents are not competent in matters of upbringing, then their children cannot become individuals. And although love is a natural feeling for most parents, few children receive the kind of love that helps them grow and develop.

The family changes along with the development of society, it suffers from the same diseases and achieves the same success as society. Today, the majority of those entering into marriage are people with secondary and higher education. Why do many parents have a shift in many moral concepts, which inevitably affects the upbringing of children.

Increasing the responsibility of the parents of children, deepening the interaction between the family and public organizations involved in the upbringing of the younger generation are closely related to the solution of the problem of pedagogical education.

“Pedagogical culture for every family” - this motto has become decisive in recent years in organizing the promotion of pedagogical knowledge among the population. The minimum pedagogical knowledge currently available in every family does not meet the requirements of modern society. Therefore, it is so necessary to improve the pedagogical culture of each parent, to give the minimum of knowledge that is necessary for the upbringing of the child.

In accordance with this, the position of the elementary school in working with the family is also changing. The importance of further content, the importance of further content, forms and methods of cooperation between the kindergarten and the family in the comprehensive development of the child's personality is obvious.

The teacher of a preschool institution acts not only as a teacher of children, but also as an educator of parents. That is why he should know well the "painful" points of family pedagogy.

“... The first life steps of the child begin in the family. His behavior is the result of the influence of the family way of life, the educational influence of parents and other family members.

The joint work of the kindergarten and the family is a necessary condition for the successful development of the child's personality.

If positive character traits, skills, habits are formed under the single influence of the kindergarten and the family, then their formation presents much less difficulties, and the upbringing of qualities is usually strong and stable.

If, however, a child is presented with certain requirements in kindergarten, and others at home, or there is no consistency in upbringing between family members, then the formation of useful skills and habits is extremely difficult: the body is constantly breaking down the initially established connections - all this requires a lot of stress on the child’s nervous system, negatively affects his condition, behavior.

An important task of preschool institutions is to provide daily assistance to parents in the upbringing of children, to promote their pedagogical education.

The purpose of our study : to find out the patterns of influence of parents on the formation of the child's personality.

Object of study: cfamily upbringing.

Subject of study: the role of parents in the education of the personality of the child.

Has been put forwardhypothesis : if parents know the psychological characteristics of the formation of the child's personality and know exactly their functions in accordance with the program of education and training in kindergarten, while actively participating in the work of the kindergarten, only then will a free developing personality grow up.

To test this hypothesis, we need to solve the followingtasks:

1. To study the scientific and methodological literature on the research problem.

2. Establish contact with parents, find the right tone of conversation.

3. Determine the position of the child in the family. Who is the child for family members, how much time do parents devote to their child.

4. Find out how parents want to see their child and teacher.

5. To make sure that parents understand what we are trying very hard to do for them and their children, and we understand what they are trying to do.

6. Based on the data of the ascertaining and formative experiments, make recommendations and advice for educators in working with parents.

2. History of the study of the problem "The influence of parents on the formation of the child's personality"

Studying the literature on the issues of family education, it can be noted that many teachers, scientists, psychologists attached great importance to this issue.

In the pedagogical legacy of N.K. Krupskaya, a significant place is occupied by works devoted to the upbringing of children in the family. Nadezhda Konstantinovna shows how the example of adults, their attitude to society and life, practically affects the affairs. The good deeds of family members delight children, fill them with joy and a desire to imitate their parents. The high social consciousness of parents contributes to the formation of the corresponding consciousness of children. N.K. Krupskaya urged parents to take care of the childhood of their children and at the same time to see in the child the future person "

The works of A.S. Makarenko “Our children are future fathers and mothers, they will also be educators of their children, will help parents to properly organize their influence on the child.

Our children should grow up to be excellent citizens, fathers and mothers. But that's not all: our children are our old age.

Proper upbringing is our happy old age, bad upbringing is our future grief, these are our tears, this is our fault before people, before the whole country.

One of the organizers of the education system, A. V. Lunacharsky, also assigned an important role to parents in the upbringing of children.

“The pedagogical process is also a labor process, and therefore you need to know where you are going and what you want to do with your material. If the goldsmith spoils the gold, the gold can be poured. If precious stones deteriorate, they go to marriage. But even the largest diamond cannot be valued more in our eyes than a born person. Damage to a person is a huge crime, or a huge guilt without guilt. You need to work on this precious material very clearly, having determined in advance what you want to make from it.

V.A. Sukhomlinsky noted that parents need a pedagogical culture.

“No matter how wonderful our preschool institutions are, the most important “masters” that shape the mind, the thoughts of the kids, are the mother and father. A family team where a child is introduced into the world of maturity and wisdom of the elders is such a basis for children's thinking that no one can replace at this age.

The great Russian doctor, anatomist, teacher P.F. Lesgaft pointed out: “When studying a person and the conditions of his education, the conviction is most profound of how strongly not the words, but the actions of loved ones influence the developing child and how much the love of work, the work and truthfulness of the educator contribute to the moral development of the child.

By this, he wanted to prove the enormous role of parents in the development of a child's personality. “It is in the love of a child for his mother and for his father that his future feeling of a social person is laid; it is here that he is transformed by the force of attachment to the sources of life - mother and father - into a social being, because mother and father will eventually die, and their descendant will remain, and the love nurtured in him, entrusted, but no longer an insatiable feeling, must turn to other people, to a wider circle than one family. Therefore, the fact that the family is a school for understanding the Motherland, a school for cultivating organic loyalty and attachment to it, is one of the glorious reasons for the longevity of the family ... "

It is impossible not to recall the statements of M. Gorky. He wrote that “education sets itself three goals: saturating a person with knowledge about himself and about the world around him; the formation of character and the development of the will; formation and development of abilities. Knowledge should be not only a mechanical accumulation of facts, but also a criticism of the proofs of the truth of a generalization, an analysis of the process of thinking.

The formation of character, the development of the will only under the condition of wide independence of children in work, occupations, games.

The more reasonable love and attention we give to a child, the brighter, more beautiful life will become.

As can be seen from the presented review, the problem of family education was relevant in different periods of the formation of pedagogy as a science. Special attention is paid to this problem by teachers and psychologists at the present time. At the same time, it should be noted that the available literature data on this subject are not systematized. At the same time, by the nature of the sources mentioned in the review, it can be concluded that the study of the influence of parents on the formation of a child's personality seems to be a fairly relevant topic.

3. Analysis of ways to solve the problem at the present stage.

The process of education is complex, since we form the personality as a whole, and not its individual properties and qualities. The development of the child is carried out successfully under the condition of a harmonious combination of all aspects of education, in pedagogy there are no main and secondary issues.

The child is brought up continuously, and not from case to case, for example, only when he is taught, explained to him, advised, talked to him or answered his questions.

Personality formation is a multifaceted and lengthy process. The educator should disclose this situation, showing parents that, for example, physical education is not only taking care of the child's health, organizing proper nutrition, sleep, rest, being in the fresh air, etc. It is closely connected with the formation of the child's moral and volitional qualities of courage, endurance, patience, the ability to overcome difficulties that discipline, as well as with preparation for participation in work, for schooling.

An important condition for strengthening ties with the family, successfully solving the problems facing the kindergarten, is the pedagogical education of parents and the study of the best experience of family education. Each family, together with the kindergarten, should take care of the comprehensive development of children; Parents are responsible for the kind of children they raise.

In the family, the child acquires the first social experience, the first sense of citizenship. If parents have an active life position, manifested in the breadth of interests, in an effective attitude to everything that happens in our country, then the child, sharing their mood, joining their affairs and concerns, learns the appropriate moral standards.

The upbringing of a child and the organization of his life begins, first of all, with the upbringing of oneself, with the organization of life in families, the creation of highly moral intra-family relations that ensure a healthy microclimate.

No “little thing” that violates the emotional and moral atmosphere cannot but affect the child. The effectiveness of pedagogical influences largely depends on the family microclimate: a child is more amenable to educational influences if he grows up in an atmosphere of friendship, trust, and mutual sympathy.

Whether the child's initial experience with adults in the adult-child relationship system will be positive depends on what position he occupies in the family.

If adults concentrate all their attention on satisfying any desires, any whim of a child, conditions are created for the flourishing of egocentrism. In this case, the family cannot solve one of the most important social tasks of educating the future citizen of the Motherland.

Where a child is an indifferent member of the family, where he is involved in its affairs, shares common concerns, performs (to the best of his ability) certain labor duties, more favorable conditions are created for him to form an active life position.

In order to properly educate children, it is necessary to understand and take into account the psychological and individual characteristics of each child. However, not all parents have pedagogical knowledge for this. The task of the kindergarten is, in all forms of work with parents, to reveal to them the most important aspects of the psychological development of the child at each age stage of preschool childhood and the corresponding methods of education, while emphasizing that in order to educate children, one must know them and be able to see what is characteristic of each period of childhood and, specifically, what can be observed only in your child.

It is impossible to force development without taking into account the capabilities of a child - a preschooler. But developmental delay is also unacceptable. Therefore, it is important that parents know the psychophysiological indications of the development of children.

The preschool period of childhood is a time of intensive accumulation of physical, mental, and spiritual forces. At this time, there is a rapid growth of the whole organism, the development of the brain, and the associated complication of the processes of higher nervous activity.

The child increases sensitivity to signals from the outside world, the possibility of their analysis and synthesis; new connections are being made in the cerebral cortex, there is an increased accumulation of a stock of impressions and ideas. And the objects of the immediate environment, and the actions of people, and the events of social life as the child grows up. More and more they attract his attention, urge to peer, look for explanations, awaken his imagination, thought.

Parents are the first educators and teachers of the child, so their role in shaping the personality of a growing person is enormous.

Emphasizing the importance of the role of adults in children's lives is not an underestimation of how children themselves can mean to each other.

The child can enjoy the company of other children, learn and sometimes train them. But the main thing for the baby is whether adults consider themselves active participants in his development or passive observers.

Active participation is not necessarily intervention and control, but rather an attitude in which the adult in the child's world is a sensitive and adaptable person. Adults should see themselves as people whose behavior and attitudes are of great importance to the child. This means that sometimes adults must come to the conclusion that they, and not the child, should change, and even more so. Sometimes, no matter how hard it is, waiting is required when the baby makes a mistake. Sometimes you need to rush to help him. It also means that the child must be seen as a person with his own developing views and understanding. But in general, it means to consider that we, rather than, as the child has become accustomed to, should change, learn, and adapt. Adults, with their more flexible self-esteem, have much more joy in life with children.

Back in the 1970s, it became clear to specialists in various fields that they would not achieve noticeable results in raising children if they used only rare activities and did not involve parents in continuing this work at home. As soon as educators tried to conduct several experiments to involve the child's parents, they found that parents not only do not interfere or interfere with work, but, on the contrary, can contribute to rapid success. However, it is not necessary to see parents as part of the problem, rather, they can be part of the solution – parents can learn new skills, guided by a strong desire to help their children. Of great importance is the willingness to perceive children as individuals. This means trying to sincerely respond to children's feelings, reactions and problems, as is customary in human society. Children are individuals, adults too. It is unrealistic and useless for adults to ignore their own feelings or take into account their own behavior as an element of communication with children. While accepting and exploring what we as adults bring to our time with children, we must be flexible in our methods, open to the ideas of others, and willing to continue learning. The best preparation, however, does not provide all the knowledge, skills and understanding needed in different situations with children. Children, among other things, need the respect and attention of their elders so that they learn to be just as attentive in return. Children deserve this attention and will learn, like adults, to listen seriously to them and give them their time.

The main feature of family education is that it is the most emotional in terms of content and forms of relations between adults and children. This feature, with a reasonable upbringing of children, can become a significant formative force. Parental love for children and the responsible feeling of children for their mother and father, grandparents, their brothers and sisters helps adults overcome a number of difficulties (domestic, pedagogical), create a joyful family atmosphere, and educate children the necessary social qualities. Modern living, common household chores - all this contributes to the family's main task - raising children. But these objectively existing conditions will only be useful when parents and other adult members of the family are an example for small children in behavior at home and in public places, if they can organize their life; everyday life, play and work, useful interesting activities. If parents have a certain pedagogical culture (psychological and pedagogical knowledge, skills, desire to purposefully raise children), they manage to successfully educate preschoolers.

Improving the life of the family (adults and children), its way of life, style of relationships and spiritual culture is essential for the comprehensive upbringing of children, the formation of the foundations of the child's personality.

Parents, dealing with the child from the first minutes of his life, should feel responsible for his development. They are not passive observers, but active participants in the entire process of the formation of the child's personality. It is they who first of all regulate the influence of the environment, helping, by virtue of their capabilities, to eliminate negative and harmful influences. Parents provide the child with an opportunity for activity, create conditions for this, manage the process of raising the child, promote his correct relationships in kindergarten, at school, among peers, with all the people with whom the child communicates.

The influence of parents on the process of shaping the child's personality is more effective when the father and mother skillfully and consciously influence the child, understand well the significance of various factors on which his moral and physical development depends, deeply and comprehensively know their child.

The desire of parents to categorically determine the psychological type of their child can lead to erroneous conclusions, to incorrect assessments of his personality and, as a result, to the use of insufficiently thought-out educational methods.

Parents should strive to know the individual qualities of their child's character, to understand his unique spiritual development, on which the environment, and above all the family, has the main educational influence.

The development of the child from the first days of his existence takes place in the family. It is she who gives him the first experience and the first patterns of behavior, creates conditions for the manifestation of activity, helps to improve, directs him on a long and difficult path - to an independent, useful life for society.

Complete unity of requirements in the family upbringing of a child and social coherence in the direction of mutual efforts can ensure the formation of a comprehensively developed personality. For a child of preschool age, in which he lives and is brought up, is a natural environment. The family leaves its mark on his character and behavior, in the family he receives the first lessons in understanding the world and gets acquainted with the elementary laws of life. The information he receives gradually expands and becomes more complicated as the baby grows and develops.

The family largely determines the relationship of the child to work, the culture of his behavior, activity and initiative, discipline and a number of other personality traits that are the basis for the manifestation and development of individuality. The influence of the family is often so strong that in many ways it seems that the character of the parents is transmitted to the children by inheritance.

Undoubtedly, the environment, especially the conditions of home life, have a huge impact on the formation of a child's personality. But still, the leading factor in the comprehensive development of a person, as mentioned earlier, is education. Hence, and in the family, the child should receive the right upbringing.

I agree with the proposals of the above authors on the problem of the influence of parents on the formation of a child's personality. I think that at present this is one of the global problems. Parents should know the psychological and individual characteristics of the child, their functions in accordance with the program of education and training in kindergarten, in order to direct the process of education in the right direction. To do this, it is necessary to involve parents as much as possible in the life of the kindergarten. Therefore, the hypothesis of the study is that if parents know the psychological characteristics of the formation of the child's personality and know exactly their functions, while actively participating in the work of the kindergarten, only then will a free developing personality grow up.

4. Experimental study of the problem.

4.1. Ascertaining experiment

aim the research was to determine the position of the child in the family, who the child is for family members, how much time parents devote to their child, to find ways to communicate with parents, what kind of relationship parents have with teachers, in order to develop recommendations and advice for educators on working with teachers based on the results obtained. parents.

In accordance with the goals, objectives, hypothesis, the following methods were chosen: the drawing test "My Family", the "Two Houses" method, and a questionnaire. A more detailed description of the research methods is provided along with a presentation of the material on the work being done.

The objects of the study were students and parents of 2b grade MBOU secondary school No. 73 of the city of Ulyanovsk, in the amount of 12 people.

Initially, she conducted psychological diagnostics using the “Two Houses” method. Everyone was asked 3 identical questions:

In which house would you like to live in a large beautiful one (showed a drawing of the house), or in another? (small, ugly)

Why?

Cwho would you like to live in this house?

Out of 12 children, 8 would like to live in a beautiful house with all real family members; 4 children would also like to live in a beautiful house, but without a father or younger brother.

After processing the survey materials, she concluded that the children have a problem in their relationship with their father. To verify the correctness of my proposals, I conducted a drawing test on the topic “My family”.

My suspicions about the problems of relationships in the family between parents (in most cases, fathers) and children turned out to be reliable. Analyzing children's drawings, she noted that children reflect in the drawings how they feel in the family, how they evaluate their place in it.

Some children were looking for the real composition of the family. Behind this may be an emotional conflict, mental discomfort. This is a signal of the deep emotional experiences of the child. Some children do not have brothers and sisters, which indicates jealousy, competition for parental warmth and attention.

Much of what I learned from children's drawings was not news to me, since I made certain conclusions by processing the data of the Two Houses methodology.

Analyzing children's drawings depicting a family, I drew conclusions about the psychological climate in the family, about the state of mind of the child.

Many children have a sign of anxiety.

Processing the results of the study, revealed the presence of a high percentage of anxiety (about 75%) in children. Perhaps this indicates conflict situations in the family, about social problems at the present time, or it is connected with the crisis of 6 years.

On the problem of removing anxiety in children, the group consulted school psychologists in order to work on this problem in the future.

On the problem of relations with the father, I concluded that we need to involve in cooperation with the kindergarten.

On the problem of relations with brothers and sisters, it became necessary to continue this work, to educate children in a respectful attitude towards them through fiction, conversations, and joint events.

To find out if parents know the interests of their children, who the child is for them, what the interests of the child are, what is done in the family to develop the interests of the child, how much time parents devote to their children, I conducted a survey.

Processing the data of questionnaire No., I found that parents know the interests of their children in most cases (10 out of 12). All parents (100%) answered positively to the question about the constancy or variability of interests. They know exactly whether the interests of their children are constant or changeable. But not all parents were able to explain what the interests of children are manifested in - 55%, 45% of parents found it difficult to answer this question. In 55% of families, the necessary conditions are created for the development of the interests of the child, 45% pay insufficient attention to this problem.

To reveal the attitude of parents to children, to their problems, how often parents pay attention to their children, I conducted a survey (questionnaire No. 2).

From this questionnaire, I found that a child in the family of most parents is joy, happiness, a long-awaited event. Parents know how to communicate with children, they take the troubles of children seriously (about 82%). From this questionnaire, I found out that parents treat the whims of children with misunderstanding, they do not try to identify the cause of the whims. I came to the conclusion that this problem needs to be worked on. She also noted that parents are not always serious about these children, promises, not understanding what problem everything can turn into in the future (45%).

Based on the survey, I found that parents more often use encouragement than punishment, which has a positive effect on the upbringing of the child (91%).

It is gratifying that there is humor in the upbringing of children.

4.2. Formative experiment

Having processed the results of the study, I outlined a number of activities, in my opinion, that contribute to the formation of closer relations between parents and children and with kindergarten staff.

In order to get to know the children and their families more deeply, she organized the contest “Themselves with a mustache”. Certain conditions of the competition were developed. I wanted to get to know who children love and why, to find out how cheerful, sad, kind, strict, noisy, calm they are, what they like and what they don’t like.

All parents with children took part in the competition. The drawings were different: some drew a sister, some brother, many drew grandfathers, grandmothers, even beloved aunts and uncles. Parents are concerned about the organization of the life of children in kindergarten. By March 8, held a joint event of parents with children "Mother's Day". When compiling the script, she took into account the individual characteristics of the children, involved each child according to their abilities. Children with pleasure together with their parents read poems, sang songs, dramatized skits, participated in various attractions. The holiday ended with tea. All parents liked how their children were prepared for the holiday.

Parents began to contact me more often with questions, and I was happy to answer them. I really wanted parents to see in their child a personality, individuality and help their child to be special, not like everyone else.

Developed for myself certain rules of communication with parents:

You can’t start a conversation by pointing out the negative factors in the child’s behavior; you must, of course, note the positive aspects in his development.

You should carefully, patiently listen to the doubts, objections, comments, complaints of parents.

Mistakes must be pointed out tactfully.

Provide only valid answers.

It is necessary to inspire parents to believe in their child, subject to cooperation with the kindergarten.

From conversations with parents, I found out what the child’s life in the family is filled with, what methods parents use, what character traits cause them anxiety. If she could, she gave advice, or offered to read methodological and psychological literature.

I made a box of "Answers and Questions" for parents. Parents could ask questions in writing, and we answered them competently from a pedagogical point of view.

I tried to talk daily with parents about their children and keep notes for myself. Based on the records, I was looking for an individual approach to each child, based on his character, temperament. Conducted a consultation "Whims of children". To decorate our life a little, to make a holiday for children and parents, I prepared and held the holiday "Inseparable friends adults and children"

At this evening, dads took a great part with great interest. Parents with children were divided into 2 teams - children and adults.

In turn, the teams guessed riddles, sang ditties, participated in making handicrafts, preparing salads, and completed the “Draw Draw” (TRIZ) tasks.

Parents became closer to their children, began to take an interest in the life of the kindergarten every day. They began to offer their services: tailoring for dolls; dads made snow shovels, made a slide for children to ride. Parents expressed a desire to take part in a trip to the Mound of Immortality together with their children. Together with the children, dads collected brushwood for the fire. Even the most hyperactive children were unrecognizable, more disciplined. Skiing, sledding from the mountain was organized. Such communication with adults develops the child physically, makes it possible to believe in oneself, gives a charge of vivacity and health.

With systematic individual work with families, trusting relationships began to be established between pupils and parents. And this is an opportunity to provide optimal conditions for raising a child; ways have been outlined to provide effective assistance in the family.

To increase interest in sports in kindergarten, a lot of work is also being done with the participation of parents.

At the beginning of the school year, questions (questionnaires) for parents on physical education were prepared. A survey of parents was conducted, which made it possible to determine how they understand the tasks of physical education, whether they are able to create conditions for sufficient physical activity of their children at home, organize sports and physical exercises on weekends.

Questions in the questionnaire are grouped into five blocks:

1- family information;

2-availability of knowledge, skills and abilities of parents;

3-conditions for the physical education of children in the family;

4-types of activity of the child at home after coming from kindergarten;

5-level of pedagogical culture of parents.

The survey covered about 60 parents with different educational levels.

More than 50% of parents used to go in for sports, there are parents who have sports categories. Only very few continue to engage in physical education and sports at the present time.

From the questionnaires, it became clear that some children from the kindergarten are engaged in sports sections. Answers to questions about the observance of the daily regimen showed that in most families a daily regimen was established for children, but in the responses to hardening procedures, it became clear that not all parents pay due attention to this important task for raising a healthy child.

Parents knew how to conduct hardening activities, but many do not do hardening. Reasons: lack of time or conditions; frequently ill child.

At home, children were given sedentary activities; watching TV, playing computer games, drawing, reading books and playing with toys.

The main difficulties in upbringing for parents were caused by the following reasons: lack of time, skills in teaching children, conditions for physical education.

A survey of parents on physical education showed that many parents do not pay due attention to the physical education of children, and this is one of the most important tasks of educating a comprehensively developed personality.

“A healthy mind in a healthy body” is the proverb. The solution of this problem is connected, first of all, with the solution of acute social issues of the development of our society as a whole.

The information obtained made it possible to concretize the content of work with the family and to determine the subject and focus of meetings, consultations and other forms of communication with parents. In order to disseminate pedagogical knowledge among parents on the issues of physical education of children, a stand and folders were designed. They introduced parents to the tasks of physical education, they gave recommendations on morning exercises and hardening procedures.

At parent meetings, we talked about how you can have an interesting and exciting time with children at home and on a walk, using outdoor and sports games available to preschool children.

Consultations for parents were prepared on the following topics: "Hardening children - a barrier to colds"; "The value of outdoor games for preschool children."

In our kindergarten, a holiday "Dad, Mom, I am a friendly family" was organized. As well as physical education activities with the participation of parents. During their holding, parents together with their children took part in various competitions and games.

The possibility of such communication between parents and children contributes to a joyful, emotional mood for a long time. Purposefully carried out work with parents in our kindergarten helps to attract their direct participation in sports and recreation activities, and this, in turn, helps to instill in children an interest in physical education and kindergarten.

Thanks to all the work done, it became clear that the level of knowledge and skills of parents has increased, and the desire to participate in the lives of children has also increased. This was evidenced by the work of parents and children at the exhibition "Autumn ask". It is known that the educational effect of labor increases if the child shows interest in it. And this is largely determined by the working environment, the example that adults set, and especially the idea of the opportunity for the child to participate in work with them. Working next to mom and dad, children feel big and skillful, real helpers in a necessary and useful business.

Parents looked at their work with pride and rejoiced at their success.

4 .3.Control experiment

To make sure that her goal and objectives were achieved, she re-diagnosed according to the methods used in the ascertaining experiment. Repeated diagnostics using the “Two Houses” method revealed results that turned out to be favorable for the further development of children: 83% of children would like to live with their family members, 17% had a problem in communicating with their father. She noted for herself that it is necessary to conduct individual work with the parents of these children.

Conducting a repeated drawing test, “My Family” noted that 83% depicted all family members, 17% improved relations with relatives.

The re-survey data has also changed:

91% of parents became interested in the hobbies of their children, 82% began to create the necessary conditions for the development of interests in the child.

The data of questionnaire No. 2 turned out to be the following: parents began to take their promises seriously; they began to treat children's whims more tolerantly, learned to distinguish them from other conditions of the child, attitudes towards the troubles of children changed.

Comparing the results of two studies, I came to the conclusion that if parents know the psychological characteristics of the formation of the child's personality, they will know exactly their functions in accordance with the program of education and training in kindergarten, while actively participating in the work of the kindergarten, only then will free developing personality.

As a result of my work, I have achieved positive results. Most importantly, I brought the parents closer to the children and to the kindergarten staff.

With systematic individual work with the family, a trusting relationship was established between educators and parents. This made it possible to provide optimal conditions for raising children, to outline ways to provide effective assistance in the family.

I hope that the foundations of pedagogical knowledge, received by parents through consultations and conversations, through joint holidays with children, will continue the path to acquiring more and more new knowledge related to teaching children at school, further shaping the personality of our society.

This is not the end of our work with parents. Many interesting events, discussions and consultations are planned.

5. Final part

Thus, the effectiveness of work with the family will be positive if the teacher follows the following rules:

Deeply comprehensive study of the family;

Will know her individual characteristics and educational opportunities;

Purposefully affects the family, taking into account their preparedness for raising children;

Observes pedagogical tact and flexibility;

Uses different methods of studying the family.

1. Work, both with the entire team of parents and individually with individual families, can be successfully carried out only on the basis of knowledge of the features of life and the upbringing of children in the family.

2. In fact, the material on the study of the upbringing of children in the family makes it possible not only to find out the living conditions, but also to establish the reasons for the formation of the individual qualities of children, to identify the relationship between the conditions of upbringing, the formation of behavioral characteristics and the specifics of their manifestation.

3. Positive results in the work with the family can only be if there is a unity of requirements for children between parents and educators, planning and systematic, mutual trust.

4. It is necessary to give parents specific information on the age and individual characteristics of their children, to teach them to see good and bad in their children, to analyze their actions.

5. In the upbringing of children in the family, the leading place should be occupied by moral education, the development of public interests in children, and friendly relations with others.

6. Along with general and individual forms of work with families, work can also be carried out with several families that have similar conditions for raising children.

7. The study of the characteristics of family education, as well as the study of the characteristics of the physical development of the child, is a necessary condition for the beginning of systematic work on the implementation of an individual approach to children in educating and teaching them in various activities.

8. Working with the family is the most difficult problem of pedagogy. This obliges educators to widely use theoretical literature, analyze practical work and work closely with the child's family.

Bibliography

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2. Gulina M.A. “Do you understand me?”, St. Petersburg, 1994

3. Gorky M. “Speech at an elected meeting of the League of Social Education”, M .: 1958

4. Krupskaya N.K. "On education in the family" Selected works and speeches. Moscow: Academy of Pedagogical Sciences, 1962

5. Koloyartseva E. I. "Kindergarten and parents", M .: Education, 1969

6. Kovalchuk L.I. "Individual approach to raising a child", M .: Education, 1981

7. Lesgaft P.F. "Family education of the child and its meaning", Selected works v.1, M .: 1951

8. Lunacharsky A.V. "On upbringing and education" M.: 1976, p. 3.-3.

9. D. Lashley "Working with young children" M .: Education, 1991

10. Makarenko A. S. Composition T. 4 APN, N. 1.

11. Makarenko A. S. Composition T. 4 APN, N. 1.

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13. Markova T.I. "Kindergarten and family", M .: Education, 1986

14. Nikitin B.K. "We and our children", M.: Enlightenment, 1980

15. Ostrovskaya L.F. "Pedagogical knowledge for parents" M .: Education, 1983

16. Platonov A.P. “Childhood of Bagrov the Grandson”, Collected Works vol. 2, 1.

17. Repina T.A. “Social and psychological characteristics of the kindergarten group”, M .: Pedagogy, 1988

18. Slangs “My profession is a kindergarten teacher”, M .: Education, 1989

19. Cconditions L.D. "Family Traditions", M .: Pedagogy, 1979

20. CUkhomlinsky V.A. “I give my heart to children”, Kyiv, 1974

21. Filipchuk "Do you know your child?" M.: Enlightenment, 1958

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23. Shipitsyna L.M. "Fundamentals of Communications", St. Petersburg, 1996

State budgetary educational institution of the city of Moscow

"School with in-depth study of individual subjects No. 1973"

Preschool department No. 1

Seminar

"The influence of parents on the formation

child's personality

Spent

Educational psychologist

Taratunina M.A.

Moscow

2014

The upbringing of children, the formation of the child's personality from the first years of his life is the main responsibility of parents.

In accordance with this, the position of preschool institutions in working with the family is also changing. The importance of further content, the importance of further content, forms and methods of cooperation between the kindergarten and the family in the comprehensive development of the child's personality is obvious.

The teacher of a preschool institution acts not only as a teacher of children, but also as an educator of parents. That is why he should know well the "painful" points of family pedagogy.

“... The first life steps of the child begin in the family. His behavior is the result of the influence of the family way of life, the educational influence of parents and other family members.

The joint work of the kindergarten and the family is a necessary condition for the successful development of the child's personality.

An important task of preschool institutions is to provide daily assistance to parents in the upbringing of children, to promote their pedagogical education.

V.A. Sukhomlinsky noted that parents need a pedagogical culture.

“No matter how wonderful our preschool institutions are, the most important “masters” that shape the mind, the thoughts of the kids, are the mother and father. A family team, where the child is introduced into the world of maturity and wisdom of the elders, is such a basis for children's thinking that no one can replace at this age.

The formation of character, the development of the will only under the condition of wide independence of children in work, occupations, games.

The more reasonable love and attention we give to a child, the brighter, more beautiful life will become.

The child is brought up continuously, and not from case to case, for example, only when he is taught, explained to him, advised, talked to him or answered his questions.

Personality formation is a multifaceted and lengthy process. The educator should disclose this situation, showing parents that, for example, physical education is not only taking care of the child's health, organizing proper nutrition, sleep, rest, being in the fresh air, etc. It is closely connected with the formation of the child's moral and volitional qualities of courage, endurance, patience, the ability to overcome difficulties that discipline, as well as with the preparation for participation in work, for schooling.

Whether the child's initial experience with adults in the adult-child relationship system will be positive depends on what position he occupies in the family.

Where a child is an equal member of the family, where he is involved in its affairs, shares common concerns, performs (to the best of his ability) certain labor duties, more favorable conditions are created for him to form an active life position.

Parents are the first educators and teachers of the child, so their role in shaping the personality of a growing person is enormous.

Emphasizing the importance of the role of adults in children's lives is not an underestimation of how children themselves can mean to each other.

Complete unity of requirements in the family upbringing of a child and social coherence in the direction of mutual efforts can ensure the formation of a comprehensively developed personality. For a child of preschool age, the family in which he lives and is brought up is a natural environment. The family leaves its mark on his character and behavior, in the family he receives the first lessons in understanding the world and gets acquainted with the elementary laws of life. The information he receives gradually expands and becomes more complicated as the baby grows and develops.

Undoubtedly, the environment, especially the conditions of home life, have a huge impact on the formation of a child's personality. But still, the leading factor in the comprehensive development of a person, as mentioned earlier, is education. Therefore, in the family, the child should receive proper upbringing.

Parents should know the psychological and individual characteristics of the child, their functions in accordance with the program of education and training in kindergarten, in order to direct the process of education in the right direction. To do this, it is necessary to involve parents as much as possible in the life of the kindergarten. Therefore, the hypothesis of the study is that if parents know the psychological characteristics of the formation of the child's personality and know exactly their functions, while actively participating in the work of the kindergarten, only then will a free developing personality grow up.

SCIENTIFIC AND METHODOLOGICAL WORK

Influence of parents on the formation of the personality of the child.

Plan

1.Introduction………………………………………………………………………………………3

2.History of the study of the problem……………………………………………………………5

3. Analysis of ways to solve the problem at the present stage……………………………..7

4.Experimental study of the problem…………………………………………..21

5.Conclusion……………………………………………………………………………….17

7. Literature………………………………………………………………………………… 19

Introduction

The upbringing of children, the formation of the child's personality from the first years of his life is the main responsibility of parents.

The teacher of a preschool institution acts not only as a teacher of children, but also as an educator of parents. That is why he should know well the "painful" points of family pedagogy.

“... The first life steps of the child begin in the family. His behavior is the result of the influence of the family way of life, the educational influence of parents and other family members.

The joint work of the kindergarten and the family is a necessary condition for the successful development of the child's personality.

An important task of preschool institutions is to provide daily assistance to parents in the upbringing of children, to promote their pedagogical education.

The purpose of our study: to find out the patterns of influence of parents on the formation of the child's personality.

Object of study:family upbringing.

Subject of study:the role of parents in the education of the personality of the child.

A hypothesis has been put forward : if parents know the psychological characteristics of the formation of the child's personality and know exactly their functions in accordance with the program of education and training in kindergarten, while actively participating in the work of the kindergarten, only then will a free developing personality grow up.

To test this hypothesis, we need to solve the following tasks:

1. To study the scientific and methodological literature on the research problem.

2. Establish contact with parents, find the right tone of conversation.

3. Determine the position of the child in the family. Who is the child for family members, how much time do parents devote to their child.

4. Find out how parents want to see their child and teacher.

5. To make sure that parents understand what we are trying very hard to do for them and their children, and we understand what they are trying to do.

6. Based on the data of the ascertaining and formative experiments, make recommendations and advice for educators in working with parents.

2. History of the study of the problem "The influence of parents on the formation of the child's personality"