The role of the family in the development of the child. The role and influence of communication in the family on the mental development of the child. What role does the family play in raising a child?

The role of the family in the development of a mentally retarded child nka

Do you want, do you want,

But the point, comrades, is

That first of all, we are parents,

And everything else - later!

R. Rozhdestvensky

The appearance of a child with developmental disorders becomes an extremely intense experience for the family, practically breaking, “hacking” the family’s existing ideas about themselves, destroying expectations associated with the future. Once in this situation, the family begins a long journey. It's an open-ended journey, perhaps a lifetime long. How to tell about this path? How to make clear and visible those internal processes that occur during this journey? How to notice changes? Where to look for strength to overcome difficulties? How to see the horizons that may be open?

In our country, despite difficult circumstances, many families are already beginning to cope with despair over time. They look for where a child can get help that matches their understanding of his needs, collect information about methods of raising and teaching special children, find like-minded people and positive stories about people facing similar problems. More and more people leave a child with disabilities in the family and gradually cope with the situation. Although, of course, it must be said that periods of despair may return. But still, in most cases, the family learns to accept these conditions and cope with them, and build their lives further. The support of loved ones, other families, and specialists can play a big role here. Over time, you get the feeling that you can influence the situation. At the same time, we can say that society itself is taking the first steps towards understanding the needs of such children and their families and ensuring their rights to a decent life within society.

We can say that the current social situation in our country is the absence systems help, information, support services - “works” rather on the side of despair. Most families are left alone with problems, best case scenario getting more or less adequate medical treatment and a small pension. Moreover, representatives of medical, educational and social services persistently convince parents to abandon their special child and send him to a boarding school, painting gloomy prospects for the life of him and his family.

A “policy of silence” is often established within the family. Discussion of difficulties and difficult experiences are associated with a sharp increase in anxiety. Sometimes family members have a fear that if they start talking and discussing disturbing topics, this could threaten the very existence of the family. Anxiety can be so intense that it takes away all the energy and there may simply not be any left for communication. I know many stories of families where parents never discuss with each other or with other children how they feel about a problem. But these feelings exist. Silence can destroy intimacy and trust between people.

Another aspect of isolation is the feeling that nowhere and no one has such grief, and no one can understand what it means to have such a child. There is often a feeling of acute, extreme loneliness. Your own pain is so strong that it seems to erase the awareness that pain can also be present in the lives of those around you, near and far. That there are many people around who are experiencing no less severe grief, for example, death or serious illness of the most dear people and other serious problems. But this seems to fall out of consciousness, closing off the possibility of even a hypothetical association with other people. Thus, not only does the external social environment turn out to be unfriendly to a person, but he himself does not feel close to other people, moves away from them, and closes himself in his own experiences.

Kulikova T.A. in his work “Family Pedagogy and Home Education” (1999) notes that in last years increased attention to the study of the family as an educational institution from pedagogy, psychology, sociology and other sciences. However, the possibilities of scientists in research are limited due to the fact that the family is a rather closed unit of society, reluctant to initiate outsiders into all the secrets of life, relationships, and values that it professes. Differences in educational and general cultural levels, ideals, moral and psychological attitudes, life experiences, abilities to organize children’s activities, typological characteristics of parents and other family members - all this and much more, overlapping each other, create a unique family atmosphere. Thus, scientists encounter many difficulties in studying modern family.

A family with a “special” child is structurally deformed due to psychological stress, it is often helpless, its situation can be characterized as an internal (psychological) and external (social) dead end. Members of such a family have personality disorders, because are in a long-term psychotraumatic situation.

As specialists, we can create opportunities fornew connections or updating existing onesto overcome loneliness, newexperiences of community, understanding and empathy for others. Family counseling and parent groups can play a special role in this process, where a special space of dialogue is created in which people’s experiences and experiences can be accepted and shared with others.

Often parents come to the first meetings with a story that they are not able to influence the situation and are powerless to change anything. Family and individual counseling, participation in parent groups and activities with the child, involving correctional and developmental programs in the discussion allows us to discover and develop those parts of the stories about ourselves and our lives where initiative, responsibility, ability to act and strength take on a greater place. At the same time, I would like to say that initiative and responsibility, especially when they are just beginning to appear, are very fragile and require special support from others.

In this regard, everything would O The provision of qualified psychological and pedagogical assistance to families who have a child with developmental problems takes on a greater role. Currently, psychological counseling for such families already exists, although, in our opinion, a defectologist should be able to provide competent psychological and pedagogical assistance, having sufficient knowledge of the topic and being aware of new directions in the development of psychological counseling. This is caused by itself a vital necessity, when parents come to him with children who are diagnosed with “intellectual disability,” which sounds like a terrible sentence to them and is a strong stress factor that adversely affects both the entire family as a whole and each of its members individually.

Psychological counseling– the activity of a psychologist to correct those features of mental development that, according to the accepted system of criteria, do not correspond to a certain optimal model (Tkacheva V.V., 1998). Therefore, the consultant (or teacher-defectologist) must especially carefully observe ethical principles when communicating with members of the child’s family:

goodwill and non-judgmental attitude towards them, help and understanding, refusal to perceive a person on the basis of stereotypes and prejudices;
orientation to the norms and personality of the parents (the ability to look at the situation through his eyes, take his position);
mandatory confidentiality;
differentiation between personal and professional relationships; if the relationship develops into a personal, informal one, it is advisable to transfer clients to another specialist;
parents’ involvement in the counseling process (motivated to cooperate with the consultant, helping to make small discoveries about themselves and the world);
it is prohibited to give advice; parents need to be led to solve the problem and be oriented towards accepting their own responsibility for what is happening.

At the moment, a unified system for classifying family education styles has not yet emerged, so let’s consider some of them that are most often found in the works of authors studying this problem. In Russia in 1976, in the abstract of the dissertation of Ph.D. “Family and the mentally retarded child” Mayramyan R.F. (1976) proved that mothers are exposed to prolonged psychogenic stress. The problems that parents experience arise at several levels: psychological, somatic and social (Tkacheva, 1999).

In somatic In general, there are disturbances in the functioning of the coronary system, early aging of the body, oncology, urticaria, itching, and thermoregulation disorders.

On psychologicallevel, this is manifested in parents’ understanding of the irreversibility of mental retardation, which leads to persistent depression and neurotic disorders (hysteria, tears, low mood), i.e. the whole range of stressful experiences. Neurotic and depressive experiences throughout life with a sick child transform over the years into persistent personality traits.

Within the framework of special psychology in 1999, the first psychological study of families was conducted by V.V. Tkacheva. As a result, she identified three psychological types of parents:

Authoritarian.
Neurotic.
Psychosomatic.

Let us consider in more detail the characteristics of the personal characteristics of each group of parents.

Such parents have a strong type of response to problems and strive to resolve them. In one out of a hundred cases, child abandonment occurs as an option to resolve this problem. However, the majority of this type of parents accepts the child, but not his defect, as a result of which they begin to fight the defect and, with the help of specialists, strive to establish an accurate diagnosis. They place full responsibility for overcoming problems on themselves. In institutions, they are often characterized by inappropriate behavior and a negative attitude towards specialists. Dissatisfaction manifests itself in aggression and a conflict position. But thanks to such parents, many problems related to the situation of disabled children are beginning to be solved in our country.The main goal of these parents is to help the child.

In the article by S.A. Soshinsky, the initiator of the creation of “Courses for clergy and laity on working with disabled children” (Handbook of Psychiatry, 1985), who took in an autistic boy, is consideredexperience in solving social problems. Experience is that all of them are solved only under pressure from below, that is, from those who are personally involved in the problem, for whom a disabled child is not an abstract unit, but a person, an individual. Typically, these are parents united in public organizations, and then in associations of such organizations. This is still the case in our country, and it was also the case in Western countries - the USA, Germany, others - somewhat earlier than us.

One of the first parent organizations in Russia was created in 1989 at the Research Institute of Defectology (now the Institute correctional pedagogy) public organization of parents “Dobro”, to help autistic children. Her main task was to represent and defend the rights of children with autism. That is, to solve the very problems that I spoke about. Save children from orphanhood, help their development, morally help families, create a communication environment, provide rest, defend the rights of autistic children to attention government agencies, on government assistance, to give them the opportunity to study.

In the same year, the “Center for Curative Pedagogy” appeared in Moscow, also as a public organization of parents and teachers. Other parent organizations began to appear, in other regions and in connection with other children’s diseases. For example, in Petrozavodsk the parent organization “Special Family” arose already in 1991. And in 1992, thirteen parent organizations of St. Petersburg united into a city association (“GAOORDI”). Now this association already includes 75 parent associations.

Currently, there are hundreds of centers or parent organizations in Russia. There are developments carried out in these centers. Society is gradually realizing the problem of disabled children. The experience of uniting parents of sick children, the experience of their mutual assistance, the experience of various events carried out by such associations works. The very fact is that of the three or five thousand participants in the Christmas Readings held in Moscow: at Moscow State University, in the Grand Kremlin Palace, in the Cathedral of Christ the Savior and in other places. Organizer The Christmas Readings are organized by the Moscow Patriarchate with the participation of the Ministry of Education and Science of the Russian Federation, the Russian Academy of Sciences, the Russian Academy of Education, Moscow State University. M.V. Lomonosov and other scientific and educational institutions.Seventy or eighty people chose this section for themselves, the topic of disabled children, indicating that the situation in society (regarding disabled children) is now significantly different than it was ten years ago. This is the result of precisely those parents, teachers, doctors, lawyers who took the first steps over these years and created the first organizations.

The media have only recently and so far begun to pay insufficient attention to the problem of disabled children; wider society is not yet ready to accept such children. Often healthy children accept disabled children much more easily than their adult parents. Having seen where the limits of a sick child’s capabilities are, the children play with him within these boundaries - they adjusted their behavior. In adults, there are prejudiced rejections. Suddenly they healthy child Communication with a child with cerebral palsy or mental retardation will be harmful.

According to S.A. Soshinsky, “The path of each association of parents of disabled children could become the basis for a separate description, a book. The path begins with pain, with the tragedy of children and parents, and runs through social and organizational difficulties. And this is not an arbitrary desire of parents to unite at any cost, but a strict need to help their children. Not a “triumphant march” of the parent association, but a constant struggle, an attempt to survive and help” (2007).

Parents of an authoritarian type are characterized by relying on their own opinion and confidence in their own rightness. They show hyperprotection towards the child, sometimes even physical punishment. The degree to which these qualities are manifested depends on the level of culture, knowledge of the problem of special children, and one’s own upbringing.

Also among the negative traits is that such parents love to be praised, set their successes or determination as an example to others, and they do not tolerate contradictions.

2. Neurotic parents.

They have a weak type of response to the problem, they give in to the child’s defect. The grief that befell them appears to them as insurmountable and difficult. They do not strive to correct something or help (“useless”, “what is, is what is”). Due to their own weakness, such parents “throw off” the problem and try to avoid responsibility for the child’s future; they cannot bear this burden. This type of parents is characterized by neuroticism, anxiety, and lack of self-confidence; their children have low self-esteem; they are distinguished by the fact that they do not possess many skills and abilities that they could master, due to the fact that the parents are convinced that “they are useless.” -or teach.” Whereas positive self-esteem, confidence in one’s strengths and capabilities are extremely important for a child’s personality. But parents perceive their lives as “ruined”; they are “sufferers” who “carry the cross,” which creates a favorable background for speech disorders.

3. Psychosomatic parents.

This is a mixed type of response to a problem. These parents do not have the opportunity to respond to the problem externally due to the blocking of the behavioral channel. The unsolvability of the problem is transferred to the internal plane, and a switch occurs from emotional experiences to psychosomatic disorders. Such parents behave normatively; problems coming from outside do not remain on the external plane, but move to the internal one. Psychotraumas are poison for their psyche, as a result of which somatic diseases develop: weakness of the nervous system, duration of emotional experiences and stress, the originality of the characteristics of nervous activity, given constitutionally.

According to their psychological characteristics, they combine authoritarian traits and care for the child, but, on the other hand, they can give in to difficulties; they have less strength to fight for their child. Such parents make up the majority: 55–65% (2/3), the remaining types are distributed approximately equally.

A severe defect in a child can change the personality traits of parents, forming in them aggressiveness, alienation, authoritarianism, and sometimes lack of will.The social life of such a family is not protected. Together with the child, the mother has rights defined by law, but without legal support she does not even know about the laws. Sometimes she fights with local officials for children's rights for years. Sometimes he wins - especially if he teams up with other parents. But often the victory is not complete, and comes at a high price - time irretrievably lost for the child’s development. And not every mother can withstand such a struggle.

Introduction... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . .. ... ... ... ... ... ... ... ... ... ... 4
1. The role of the family in the formation of the child’s psychological personality.. 6
1.1. The concept of family, family as a microsociety... ... ... ... ... ... ... ... ... ... 6
1.2. Types of family (complete. single-parent, prosperous. dysfunctional) ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 10
1.3. Features of psychological education of a child in families different types... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 14
2. Conditions for successful family psychological education... 17
2.1. Basic conditions for successfully raising a child in a family... ... 17
2.2. The role of the family in the emotional development of the child... ... ... ... ... ... ... 22
Conclusion... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . .. ... ... ... ... ... ... ... ... ... 26
List of references... ... ... ... ... ... ... ... ... ... ... ... ... ... . 27
Annex 1 ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .. 28
Appendix 2 ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .. thirty
Appendix 3 ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .. 31
Appendix 4 ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .. 33

Negative influence troubles family relations on the psyche and self-awareness of children, leads to the need to search for opportunities to overcome, correct and compensate for emerging deformations in their development.
Children raised in such families have their own psychological characteristics that distinguish them from children from prosperous families. It is necessary to identify the main, most significant psychological features of child development, which will create the basis for a scientifically based approach to the development of a set of educational, pedagogical, psychoprophylactic, and psychocorrectional measures aimed at overcoming the deforming influence of lifestyle in dysfunctional families.
This determines the relevance of the study.
The purpose of this study is to identify the characteristics of mental development and psychological specificity of children raised in problem families (families at risk).
The object of the study is family psychological education.
The subject of the study is the psychological characteristics of family education in problem families (families at risk).
Research hypothesis: it was assumed that the family would be the main factor in the development of the child’s psyche.
The practical significance of the work is that
Based on its results, directions for educational and correctional influence can be determined for psychological support of the development process of children raised in problem families (families at risk).
From the moment the child was born and began to settle in the world, he began to learn. While learning, the child is constantly being educated. The process of education is aimed at the formation of the social qualities of the individual, at creating and expanding the range of his relationships with the world around him - with society, with people, with himself. The wider, more diverse and deeper a person’s system of relationships to various aspects of life, the richer his own spiritual world.
Thus, personality is formed in the process of active interaction with the outside world, mastering social experience, public values. On the basis of a person’s reflection of objective relationships, the formation of internal positions of the personality, individual characteristics of the mental makeup takes place, character, intelligence, and his attitude towards others and towards himself are formed. Being in a system of collective and interpersonal relationships, in the process of joint activities, the child asserts himself as an individual among other people.

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15. Kunitsyna V.N. Teachers, parents and children / V.N. Kunitsyna, N.V. Kazarinova, V.M. Polish. - St. Petersburg: "ALFA" 2001. - 544 p.
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Ministry of Education and Science of the Republic of Kazakhstan
Karaganda College current education Bolashak

COURSE WORK

Discipline: Preschool psychology
On the topic: The role of different types of families in the mental development of a child

Completed by: student of group D13-2s
Dmitrieva Anastasia
Head: Tleubaeva Anna Aktaevna

Registration number_______
Grade_________________
Signature________________

Karaganda, 2016
Content

Introduction... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . .. ... ... ... ... ... ... ... ... ... ... ..
4
1. The role of the family in the formation of the child’s psychological personality..
6
1.1. The concept of family, family as a microsociety... ... ... ... ... ... ... ... ... ...
6
1.2. Types of family (complete - incomplete, prosperous - dysfunctional) ... . ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .. .....
10
1.3. Features of the psychological education of a child in families of different types... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
14
2. Conditions for successful family psychological education...
17
2.1. Basic conditions for successfully raising a child in a family... ...
17
2.2. The role of the family in the emotional development of the child... ... ... ... ... ... ...
22
Conclusion... ... ... ... ... ... . ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .. . ... ... ...
26
List of used literature... ... ... ... ... ... . ... ... ... ... ... ... ... ... ... .
27
Annex 1 ... ... ... ... ... ... ... ... .. ... ... ... ... ... ... ... . .. ... ... ... ... ... ... ... ... .
28
Appendix 2 ... ... ... ... ... ... ... ... .. ... ... ... ... ... ... ... . .. ... ... ... ... ... ... ... ... .
30
Appendix 3 ... ... ... ... ... ... ... ... .. ... ... ... ... ... ... ... . .. ... ... ... ... ... ... ... ... .
31
Appendix 4 ... ... ... ... ... ... ... ... .. ... ... ... ... ... ... ... . .. ... ... ... ... ... ... ... ... .
33

Introduction

The relevance of research. Childhood is the period when fundamental personality qualities are laid down, ensuring psychological stability, positive moral orientations, vitality and determination. These spiritual qualities of a person do not develop spontaneously, but are formed under conditions of pronounced parental love in family. However, many families, based on the type of relationships that develop in them, can be classified as inharmonious. On average, one child out of 34 is disadvantaged in Kazakhstan. Over the past ten years, the number of such children has been increasing, mainly due to the growing number of parents leading an antisocial lifestyle. More than 168.8 thousand parents were brought to administrative responsibility and registered with the police.
The negative impact of dysfunctional family relationships on the psyche and self-awareness of children leads to the need to search for opportunities to overcome, correct and compensate for emerging deformations in their development.
Children raised in such families have their own psychological characteristics that distinguish them from children from prosperous families. It is necessary to identify the main, most significant psychological features of child development, which will create the basis for a scientifically based approach to the development of a set of educational, pedagogical, psychoprophylactic, and psychocorrectional measures aimed at overcoming the deforming influence of lifestyle in dysfunctional families.
This determines the relevance of the study.
The purpose of this study is to identify the characteristics of mental development and psychological specificity of children raised in problem families (families at risk).
The object of the study is family psychological education.
The subject of the study is the psychological characteristics of family education in problem families (families at risk).
Research hypothesis: it was assumed that the family would be the main factor in the development of the child’s psyche.
The practical significance of the work is that
Based on its results, directions for educational and correctional influence can be determined for psychological support of the development process of children raised in problem families (families at risk).
From the moment the child was born and began to settle in the world, he began to learn. While learning, the child is constantly being educated. The process of education is aimed at the formation of the social qualities of the individual, at creating and expanding the range of his relationships to the world around him - to society, to people, to himself. The wider, more diverse and deeper a person’s system of relationships to various aspects of life, the richer his own spiritual world.
Thus, the personality is formed in the process of active interaction with the outside world, mastering social experience and public values. On the basis of a person’s reflection of objective relationships, the formation of internal positions of the personality, individual characteristics of the mental makeup takes place, character, intelligence, and his attitude towards others and towards himself are formed. Being in a system of collective and interpersonal relationships, in the process of joint activities, the child asserts himself as an individual among other people.
No one is born with a ready-made character, interests, inclinations, will, or certain abilities. All these properties are developed and formed gradually, throughout life, from birth to adulthood.
The family plays a special role in a person’s life, his protection, formation and satisfaction of spiritual needs, as well as in his primary socialization. The child’s personality is formed under the influence of all social relations in which his life and activities take place. However, the level of moral culture of parents, their life plans and aspirations, social connections, family traditions are of decisive importance in the development of personality young man.
In the family, the child acquires beliefs, socially approved forms of behavior necessary for normal life in society. It is in the family that the child’s individuality and his inner world are most manifested. Parental love helps to reveal and enrich the emotional, spiritual and intellectual spheres of children's lives.
Research objectives:
1. Summarize scientific and theoretical sources and the practical state of the problem of the influence of family education on the formation of the child’s psyche.
2. Conduct a comparative analysis of psychological characteristics in relationships with children and the level of mental development of children in prosperous families and problem families experiencing social and economic difficulties.
3. Develop a program to correct parent-child relationships in problem families.

1. The role of the family in the formation of the child’s psychological personality
3.1 The concept of family, family as a microsociety
A family is a small social group based on marriage, consanguinity, the members of which are connected by a common way of life, mutual moral and material responsibility. It should be taken into account that the family is not homogeneous, but a differentiated social group, it contains different age and gender (women and men), family members by profession.
The uniqueness of family education is that the family acts constantly (this is the child’s first environment), gradually introducing the child to social life, taking into account his gender-role behavior (typical of a representative of a certain gender when he performs various social roles) and the gradual expansion of his horizons and experience.
The influence of the family is exercised and manifested as follows:
1. The family provides a basic sense of security, guaranteeing the child’s safety when interacting with the outside world, mastering new ways of exploring and responding to it.
2. Children learn certain ways of behavior from their parents, adopting certain ready-made models of behavior.
3. Parents are a source of necessary life experience.
4. Parents influence the child’s behavior by encouraging or condemning a certain type of behavior, as well as applying punishment or allowing an acceptable degree of freedom in the child’s behavior.
5. Communication in the family allows the child to develop his own views, norms, attitudes and ideas. The child's development will depend on how good conditions for communication are provided to him in the family; development also depends on clarity and clarity of communication in the family.
The mental development of a child is influenced by:
1) the main (real) educators, that is, those family members who had the greatest influence on the child’s development through primary care for him, and those who were the most authoritative and loved for the child, that is, those close people whom he wanted would like to be more like;
2) style of education in the family - can be considered as the predominant style of the main educator (for example, mother) and auxiliary educators (grandmother, father, grandfather, brothers, sisters);
3) the actual personal, moral and creative potential of the family.
4) family structure is the composition of the family and its members, as well as the totality of their relationships.
It is necessary to stop at each point.
1) The child is most inclined to imitate his beloved (authoritative) parent. He adopts his gestures, facial expressions, and communication style. The child most often listens to the opinion of an authoritative parent and follows all instructions. It is very important that parents set a positive example for their child and improve themselves.
2) Among the various functions of the family (see Appendix 1), the upbringing of the younger generation is of paramount importance.
Numerous studies by A. I. Zakharov, A. Ya. Varga, E. G. Eidemiller, J. Gippenreiter, G. Khomentauskas, A. Fromm and many others closely study the dominant role of the family (usually the mother) in the formation and development of the psyche of children. A direct connection is found between the normal mental development of the child and the psychological atmosphere in the family. Child qualities such as kindness, empathy, warmth and friendly relations towards other people, as well as a stable positive self-image depend on a calm, friendly atmosphere in the family, an attentive, affectionate attitude towards the child on the part of the parents. And vice versa, the rudeness, unfriendliness, and indifference of the parents - the closest people - give the child reason to believe that a stranger is capable of causing him even more trouble and grief, which gives rise to a state of uncertainty and mistrust, a feeling of hostility and suspicion, and fear of other people.
Mental development is a process of quantitative and qualitative changes occurring in the cognitive, emotional-volitional and personal development of a child.
Norm of mental development: these are the achievements that children demonstrate according to their age norm. Normal mental development has strictly defined stages that a child must go through. If some stage is not passed properly, then in the future the human psyche will not compensate for this loss, and development will follow a flawed pattern.
The mental development of a child cannot be normal if the basic needs for a sense of security, love, respect, mutual understanding, and a sense of connection with the family are not met.
Among the various social factors influencing the development of personality, one of the most important is the family. Traditionally, the family is the main institution of education. What a person acquires in the family, he retains throughout his subsequent life. The importance of family is due to the fact that a person lives in it for a significant part of his life. The foundations of personality are laid in the family.
A family is a social and pedagogical group of people designed to optimally satisfy the needs for self-preservation (procreation) and self-affirmation (self-esteem) 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, a feeling of a place where he is expected, loved, appreciated, understood and protected. The family plays the main role in the formation of moral principles and life principles of the child. The family creates personality or destroys it; it has the power of the family to strengthen or undermine the mental health of its members. The family encourages some personal drives while preventing others, satisfies or suppresses personal needs. The family structures opportunities for achieving security, pleasure and self-realization. It indicates the boundaries of identification and contributes to the emergence of an individual’s image of his “I”.
In the process of close relationships with mother, father, brothers, sisters, grandfathers, grandmothers and other relatives, a personality structure begins to form in the child from the first days of life.
In the family, the personality of not only the child, but also his parents is formed.
A family is an entity that embraces the entire person in all its manifestations.
The determining role of the family is due to its profound influence on the entire complex of physical and spiritual life of the person growing in it. For a child, the family is both a living environment and an educational environment. The influence of the family, especially in the initial stage of a child’s life, far exceeds other educational processes. According to research, the family here reflects the school, the media, public organizations, labor collectives, friends, influence of literature and art. All this allowed teachers to deduce a certain dependence: the success of personality formation is determined primarily by the family. The better the family and the better its influence on education, the higher the result of the physical, moral, and labor education of the individual. Rarely, the role of the family in the formation of personality is determined by dependence: which family, such a person will grow up in it.
This dependence is used in practice. An experienced teacher only needs to look and talk to the child to understand what kind of family he is being raised in.
In the same way, it will not be difficult to communicate with parents and determine what kind of children will grow up in their family. Family and child are a mirror image of each other.
If the family has such a strong influence on the processes and results of personality development, then it is the family that society and the state should give priority to in organizing the correct educational influence. Strong, healthy, spiritual families are a powerful state. Parents - the first educators - have the strongest influence on children. Also J.-J. Rousseau argued that each subsequent educator has less influence on the child than the previous one. Parents are prior to everyone else; teacher kindergarten, primary school teacher and subject teachers. They are given an advantage by nature in raising children. Providing family education, its content and organizational aspects are an eternal and very responsible task for humanity.
Deep contacts with parents create a stable state of life in children, a feeling of confidence and reliability. And it brings a joyful feeling of satisfaction to parents. IN healthy families parents and children are connected by natural everyday contacts. This is such close communication between them, as a result of which spiritual unity arises, coordination of basic life aspirations and actions. The natural basis of such relationships is made up of family ties, feelings of motherhood and fatherhood, which are manifested in parental love and caring affection of children and parents.
The child sees the family as the close people around him: father and mother, grandparents, brothers and sisters. Depending on the composition of the family, on the relationships in the family with family members and in general with the people around them, a person looks at the world positively or negatively, forms his views, builds his relationships with others. Family relationships also influence how a person will build his career in the future and what path he will take. It is in the family that the individual receives his first life experience, therefore it is very important in which family the child is raised: prosperous or dysfunctional, complete or incomplete.

1.2. Types of family (complete - incomplete, prosperous - dysfunctional)

A.S. Makarenko attached particular importance to family structure. He introduced the concept of “complete” and “incomplete family”, meaning by this a family that does not have a father or mother. The upbringing and successful socialization of the child depend on the structure of the family. Stepfamilies with a stepfather or stepmother are usually included in two-parent families. These families are considered complete because each of them has a husband, wife and child (children), and the stepfather is obliged to take care of his wife’s children as if they were his own, and the children must obey him like a father.
A family of a single mother or father with children is usually considered incomplete.
A single woman-mother often develops a purely negative set of feelings towards men, towards marriage and family life, and, consequently, children may develop deformed and distorted ideas about marriage and family. A decrease in the educational capabilities of a single-parent family occurs as a result of a combination of a number of unfavorable circumstances, such as the long-term influence of conflict situations on children, a tense psychological situation due to the incorrect attitude of family members to the characteristics of the life of a single-parent family, the inability to choose a pedagogically appropriate style of education, the emergence of situations of emotional " hunger" or excessive, sacrificial parental love, as well as often the immoral behavior of the parent, his low cultural, educational and professional levels, material and everyday difficulties, and weak connections with school.
Families in which children live with a grandfather or grandmother, but without a father and mother, can also be considered incomplete, since their parents divorced, and the mother then either died or was deprived of parental rights for drunkenness and abuse of children, after which the elderly took the children for education. Or the mother found herself a new husband or partner who did not want to take care of the child, and she herself gave the child to her parents.
In these cases, even if the older grandparent generation is represented by a married couple, the family is certainly incomplete, since there is no middle, that is, parental generation in it at all. From a psychological and pedagogical point of view, grandparents who perform parental functions are unlikely to replace parents, since their role in the family is fundamentally different. Likewise, families in which children live with uncles, aunts, older brothers and sisters, or other relatives are incomplete.
In our society, the family crisis is becoming more and more noticeable. The crisis is expressed in the fact that the family is increasingly fulfilling its main function - raising children. The reasons for this crisis are only partly related to the deterioration of the economic situation; they are of a more general nature. A frivolous attitude towards marriage and family, forgetfulness of traditions, moral principles, cynicism, drunkenness, lack of self-discipline and sexual promiscuity, a high percentage of divorces have the most detrimental effect on the upbringing of children.
Dysfunctional families. A dysfunctional family is a family in which the structure is disrupted, basic family functions are devalued or ignored, and there are obvious or hidden defects in upbringing, resulting in difficult children.
One of the most powerful unfavorable factors that destroys not only the family, but also the peace of mind of the child is parental drunkenness.
Having noted the above, we can once again be convinced that family education is not always “high quality”. The reasons for this are the inability to raise and promote the development of their own children. Some parents do not want to, others cannot due to pedagogical illiteracy, others do not attach due importance to the process of family education. Consequently, each family has only its own inherent educational potential.
Researchers identify 4 tactics of upbringing in the family and 4 types of family relationships corresponding to them, which are the prerequisite and result of their occurrence: dictate, guardianship, “non-interference” and cooperation.
Diktat in the family is manifested in the systematic suppression by parents of initiative and self-esteem in children. Of course, parents can and should make demands on their child based on the goals of education, moral standards, and specific situations in which it is necessary to make pedagogically and morally justified decisions. However, those who prefer order and violence to all types of influence are faced with the resistance of a child who responds to pressure, coercion, and threats with hypocrisy, deception, outbursts of rudeness, and sometimes outright hatred. But even if resistance turns out to be broken, along with it there is a breakdown of many personality qualities: independence, self-esteem, initiative, faith in oneself and one’s capabilities, all this is a guarantee of unsuccessful personality formation.
Family guardianship is a system of relationships in which parents, through their work, ensure that all the child’s needs are met, protect him from any worries, efforts and difficulties, taking them upon himself. The question of active personality formation fades into the background. Parents, in fact, block the process of seriously preparing their children for the reality beyond the threshold of their home. Such excessive care for a child, excessive control over his entire life, based on close emotional contact, is called overprotection. It leads to passivity, lack of independence, and difficulties in communication. There is also the opposite concept - hypoprotection, which implies a combination of an indifferent parental attitude with a complete lack of control. Children can do whatever they want. As a result, as they grow up, they become selfish, cynical people who are unable to respect anyone, do not deserve respect themselves, but at the same time still demand fulfillment of all their whims.
The system of interpersonal relations in the family, built on the recognition of the possibility and even expediency of the independent existence of adults from children, can be generated by the tactics of non-interference. It is assumed that two worlds can coexist: adults and children, and neither one nor the other should cross the line thus drawn. Most often, this type of relationship is based on the passivity of parents as educators.
Cooperation as a type of relationship in a family presupposes the mediation of interpersonal relationships in the family by common goals and objectives of joint activity, its organization and high moral values. It is in this situation that the child’s selfish individualism is overcome. A family, where the leading type of relationship is cooperation, acquires a special quality and becomes a group of a high level of development - a team.
The style of family education and the values accepted in the family are of great importance in the development of self-esteem.
Three styles of family education can be distinguished (see Appendix 2): - democratic - authoritarian - permissive (liberal).
A preschooler sees himself through the eyes of close adults who are raising him. If the family's assessments and expectations do not correspond to the child's age and individual characteristics, his self-image seems distorted.
M.I. Lisina traced the development of self-awareness of preschoolers depending on the characteristics of family upbringing. Children with an accurate idea of themselves are raised in families where parents devote a lot of time to them; positively assess their physical and mental data, but do not consider their level of development higher than that of most peers; predict good performance at school. These children are often rewarded, but not with gifts; They are punished mainly by refusal to communicate. Children with a low self-image grow up in families that do not teach them, but demand obedience; they evaluate them low, often reproach them, punish them, sometimes in front of strangers; they are not expected to succeed in school or achieve significant achievements in later life.
A child’s adequate and inappropriate behavior depends on the conditions of upbringing in the family. Children who have low self-esteem are dissatisfied with themselves. This happens in a family where parents constantly blame the child or set excessive goals for him. The child feels that he does not meet the requirements of his parents.
As for the actual personal, moral and creative potential of the family, this includes the entire set of positive human qualities of adult family members: moral, volitional (presence or absence of leadership qualities, masculinity, ability to stand up for oneself and for children), emotional (warmth-coldness in relationships between people), intellectual (level of intellectual development of elders), cultural (education, cultural characteristics, including ethnic characteristics), cognitive and creative characteristics.
The family has its own structure, determined by the social roles of its members: husband and wife, father, mother, son and daughter, sister and brother, grandfather and grandmother. Interpersonal relationships in the family are formed on the basis of these roles.

1.3. Peculiarities of psychological education of a child in families of different types

Features of psychological education of the only child in the family. There are two most common points of view on this matter. First: the only child turns out to be more emotionally stable than other children, because he does not know the worries associated with rivalry between brothers. Second: an only child has to overcome more difficulties than usual in order to acquire mental balance, because he lacks a brother or sister. It can be argued that raising an only son or only daughter is much more difficult than raising several children. Even if the family is experiencing some financial difficulties, it cannot be limited to one child. The only child very soon becomes the center of the family. The concerns of the father and mother, focused on this child, usually exceed the useful norm. Parental love in this case is distinguished by a certain nervousness. The illness of this child or death is endured very hard by such a family, and the fear of such misfortune always faces the parents and deprives them of the necessary peace of mind. Very often, an only child gets used to his exclusive position and becomes a real despot in the family. It is very difficult for parents to slow down their love for him and their worries, and willy-nilly they raise an egoist.
For mental development, every child requires mental space in which he could move freely. He needs internal and external freedom, free dialogue with the outside world, so that he is not constantly supported by the hand of his parents. A child cannot do without a dirty face, torn pants and fights.
An only child is often denied such space. Consciously or not, the role of a model child is imposed on him. He must say hello especially politely, read poetry especially expressively, he must be an exemplary cleaner and stand out among other children. Ambitious plans are being made for him for the future. Each manifestation of life is carefully observed, with hidden concern. Lack of good advice the child does not experience it throughout childhood. Such an attitude towards him carries the danger that the only child will turn into a spoiled, dependent, insecure, overestimating, scattered child.
The educational potential of a large family has its own positive and negative characteristics, and the process of socialization of children has its own difficulties and problems.
On the one hand, here, as a rule, reasonable needs and the ability to take into account the needs of others are cultivated; none of the children have a privileged position, which means there is no basis for the formation of selfishness and asocial traits; more opportunities for communication, caring for younger ones, learning moral and social norms and community rules; such moral qualities, such as sensitivity, humanity, responsibility, respect for people, as well as qualities of social order - the ability to communicate, adapt, tolerance.
Children from such families are more prepared for married life, they more easily overcome role conflicts associated with the inflated demands of one spouse on the other and underestimated demands on themselves.
However, the process of education in a large family is no less complex and contradictory. Firstly, in such families, adults quite often lose their sense of justice in relation to children and show unequal affection and attention to them. An offended child always acutely feels the lack of warmth and attention to him, reacting to this in his own way: in some cases, the accompanying psychological state for him is anxiety, a feeling of inferiority and self-doubt, in others - increased aggressiveness, an inadequate reaction to life situations. Older children in a large family are characterized by categorical judgments and a desire for leadership and guidance even in cases where there is no reason for this. All this naturally complicates the process of socialization of children. Secondly, in large families, the physical and mental stress on parents, especially the mother, increases sharply. She has less free time and opportunities to develop children and communicate with them, to show attention to their interests. Unfortunately, children from large families more often take socially dangerous paths of behavior, almost 3.5 times more often than children from other types of families.
A family with many children has fewer opportunities to meet the needs and interests of a child, who is already given significantly less time than in a family with one child, which, naturally, cannot but affect his development. In this context, the level of material security of a large family is very significant. Monitoring the socio-economic potential of families has shown that the majority of large families live below the poverty threshold.
Raising a child in an incomplete family. The child always suffers deeply if the family hearth collapses. Family separation or divorce, even when everything happens with the utmost politeness and courtesy, invariably causes mental breakdown and strong feelings in children. Of course, it is possible to help a child cope with growing difficulties in a separated family, but this will require a lot of effort from the parent with whom the child will remain. If family separation occurs when the child is between 3 and 12 years of age, the consequences are felt especially acutely.
The separation of a family or the divorce of spouses is often preceded by many months of disagreements and family quarrels, which are difficult to hide from the child and which greatly worry him. Moreover, his parents, busy with their quarrels, also treat him poorly, even if they are full of good intentions to protect him from solving their own problems.
The child feels the absence of his father, even if he does not openly express his feelings. In addition, he perceives his father's departure as a rejection of him. A child may retain these feelings for many years.
Very often, after family separation or divorce, the mother is forced to take a well-paid job and, as a result, may devote less time to the child than before. Therefore, he feels rejected by his mother.
The question of family structure is a very important question, and it must be approached quite consciously.
If parents truly love their children and want to raise them as best as possible, they will try not to lead their mutual disagreements to a break and thereby not put their children in the most difficult situation.
To help the child and family, it is necessary to study the characteristics of family relationships. You can study the characteristics of family relationships and the well-being of a child in the family by talking with parents and children, observing the relationships between children and parents, as well as using tests, for example, using the test: ANALYSIS OF FAMILY RELATIONSHIPS E.G. Eidemiller, V.V. Yustitskis (ASV).
A family drawing also provides a lot of information. Dealing with the characteristics of family relationships, G. T. Homentauskas argued that the image of a family is not just a thematic drawing, but also a psychological technique for studying a child’s interpersonal relationships. By grouping family members, coloring, decorating some and carelessly drawing others, omitting individual family members and other means, the child involuntarily expresses his attitude towards them. The drawing often reveals those feelings that the child does not consciously acknowledge or cannot express by other means. Therefore, a family drawing in some cases can provide deep and meaningful information about the child’s relationships (see Appendix 3).
In order to help parents and children, it is necessary to establish a trusting relationship with them. A.V. Petrovsky suggests doing this as follows (see Appendix 4).

2. Conditions for successful family psychological education
2.1 Basic conditions for successfully raising a child in a family

The most important social function of the family is raising the younger generation. The family is the institution of primary socialization of the child. Parenthood has a sociocultural nature and is characterized by a system of norms and rules prescribed by culture and society that regulate the distribution of childcare and upbringing functions in the family among parents; determining the content of roles, models of role behavior. Parents are responsible for organizing conditions that correspond to the age characteristics of the child at each stage of ontogenesis and provide optimal opportunities for his personal and mental development. Previously, responsibility for raising a child was assigned to society, while individual parenting covered only a relatively short period of the child’s childhood before he began working or began to perform social functions. But now the trend of increasing importance of the family institution is becoming more and more obvious.
The main tasks of the family in the mental development of the child:
1. Formation of the child’s first social need - the need for social contact (M.I. Lisina). For the formation of the social need for communication, the advanced initiative of an adult is important. Therefore, if parents in the early stages of a child’s development (the first two months of life) find themselves away from him or do not pay him due attention, the increase in

Intrafamily relationships play a special role in the formation

Research Institute of Personality. The importance of intra-family relations in the development

research and development of the individual is determined both by the fact that they are

156 Part I. Pedagogy

the first specific example of social relations, with which

which a person faces from the moment of birth, and those that

they seem to focus and find a unique expression

the wealth of social relations, and therefore, is created by

the possibility of early inclusion of the child in their system.

Intrafamily relationships have such, only they are

existing relatively independent characteristics, which

Some people make family education the most adequate form

education, especially in early age. This is achieved by

intrafamily relationships involve direct con-

tact of individuals, in contrast to other social relations,

subjects of which can be separated by spatial and

time intervals.

The relationship between parents and children depends primarily on

relationship between the spouses themselves, agreement between them, distribution

sharing of responsibilities between husband and wife, an atmosphere of warmth,

friendship, emotional support for each other, mutual sympathy

Factors influencing relationships in the family and, consequently,

ly, on the formation and development of the child’s personality, multi-

Numerous observations today are:

the composition of the family and its structure, the nature of the relationships in it,

especially between father and mother;

family role coordination and member support

family, the order and established norms prevailing in the house;

educational level of parents, compatibility and general

psychological atmosphere in the family;

attitude towards children from mother and father, their influence.

The main way adults influence the development of a child’s personality is

tey - conveying to children moral standards governing behavior

tion of people in society. These norms are acquired by the child under the influence

lack of models and rules of behavior. Models of behavior are

First of all, the adults themselves - their actions, relationships. Co-

Of course, the most significant impact on the child is

behavior of people directly surrounding him. Children, as if from

It is known that they differ in their ability to imitate. They re-

adopt the manners of an adult, borrow from them their assessment of other people

dyam: who to love, who to avoid, who to more or less reckon with,

to whom to express your likes or dislikes.

Chapter 7. Family as a sociocultural environment for education 157

After the emergence of an emotional attitude towards oneself

itself and primary identification with its gender, the child has

reveals a new, socially necessary education - the desire to co-

meet the requirements of adults, the desire to be recognized

nom. The positive side of this desire is the moral

feeling or conscience. Moral formation of personality

organize the knowledge that the child receives, moral principles

behavioral habits with other people, emotional experiences

your success or failure in relationships with others.

Especially during this period, it is important for a child to be recognized.

To form strong spiritual contacts between parents,

teachers and children need a high level of mutual information

mutuality between them, trust and respect for each other, mutual

understanding, friendly style of communication and adequately positive

assessment of the child by parents. The absence of these conditions leads to

many deviations in personality development: low social ac-

tivity, negative forms of behavior, irritability, po-

depressed mood, deform self-esteem and gender role

behavior.

The pathology of family relationships produces a wide range of

anomalies in the mental and moral development of the child. Razu-

It appears that these anomalies that arise in unfavorable conditions

family relationships is not a consequence of these relationships alone.

They can occur under the influence of a number of side effects.

tions that either become the cause of the conflict itself,

or act on it as a catalyst, for example, low

spiritual culture of parents, their selfishness, drunkenness, etc.

If adults evaluate actions or results negatively

activities of children, then the latter may develop a complex of non-

usefulness. In this situation, the child becomes indifferent

afraid of doing something wrong, feeling insecure

self-reliance. On the contrary, if parents approve

actions of his child, if acting in concert, the child

feels confident in his abilities and in the adults close to him, not

afraid to take initiative, at the same time he learns to manage

by their actions and deeds in accordance with moral standards.

Speaking about self-confidence, we should especially highlight the birth

bodily love. It is she who is the greatest and irreplaceable

our source of spiritual development of the child, the formation of emotional

158 Part!. Pedagogy

tions, as already mentioned, self-confidence, etc. The less

the child receives warmth and affection, the slower it develops

as a person. Even insufficient attention, low frequency of general

Parents and children (hypocustody) often cause feelings in children

weed hunger, underdevelopment of higher senses, infantility

personality. This can lead to a lag in the development of intellectual

ta, poor performance at school, mental health problems

rowya. Since children's consciousness is prone to one-sided conclusions

I will make generalizations due to limited life experience, I have

The child develops a distorted judgment about people. Coarseness,

unfriendliness, indifference to him from his parents - his closest loved ones -

This will cause him even more troubles and grief. This is a wrap-up

is characterized by distrust, feelings of hostility and suspicion, fear

hom in front of other people. Trying to somehow adapt to

difficult situation, to avoid the cruelty of elders, children are forced

resort to vicious means of self-defense: lies, cunning,

cemeria. This often explains cases of unmotivated

cruelty and aggressive behavior of some children.

Due to significant changes taking place in the system

topic of education, the emergence of new, alternative traditional

new school forms the family today acquires new status, getting in

your hands are the reins educational process. Development

these new educational forms, including alternative and com-

commercial, gives the family more choice. But there is a choice

at the same time a refusal of something, and therefore a requirement for status

family - cultural, educational, economically significant

are increasing. In addition, the changes that occur in the system

education, have a significant impact on marriage and family, smoothing out or, on the contrary,

Borot, increasing the “distortions” of education.

QUESTIONS

1. What are the features of the development of a modern family?

2. What are the specifics of family? pedagogical system?

3. What are the main functions of the family in relation to society and the specific

to a person?

SAMPLE ABSTRACT TOPICS

1. History of the development of the family institution in Russia.

2. Family as a dynamic system. External and internal factors of development.

Chapter 7. Family as a sociocultural environment for education 159

3. Family education style as a factor in personality formation.

4. Problems of relationships between children in the family; their influence on each other and on

family as a whole.

LITERATURE

1. Azarov Yu.P. The art of education. M., 1985.

2. Kovalev SV. Psychology of the modern family. M., 1988.

3. Lesgaft P.F. Family education of a child and its significance. M., 1991.

4. The wisdom of education: A book for parents / Comp. B.M. Bim-Bad. M., 1987.

5. Satir V. How to build yourself and your family. M., 1988.

6. Fromm A. ABC for parents. L., 1991.

Chapter 8. Management of pedagogical systems

The main tasks of the family in the mental development of the child:

1. formation of the child’s first social need - the need for social contact (M.I. Lisina). For the formation of the social need for communication, the “anticipatory initiative of an adult” is important. Therefore, if parents in the early stages of a child’s development (the first two months of life) find themselves away from him or do not pay him due attention, the risk of disrupting the formation of his need for communication and the emergence of tendencies to avoid social contacts increases. It is very important that the adult is not just a source of new impressions, but also includes the child in an emotionally positive space of interaction. If the revitalization complex turns out to be unformed, then already in early infancy there is a disturbance in the development of motor, speech, and socio-emotional functions, and virtually all aspects of the child’s development suffer.

2. basic trust in the world (E. Erikson) and attachment (J. Bowlby, M. Ainsworth) in infancy.

In the family, a child develops a type of attachment to a close adult. J. Bowlby: the type of attachment affects cognitive development child. The first year of a child's life is a sensitive period for the formation of attachment. At about 6-10 months, the child begins to be selective in relation to adults, distinguishing between “us” and “strangers”. A parent or other close adult becomes an attachment figure. If attachment is unformed before 12 months, this leads to serious mental development disorders. Growing up outside the family is a serious risk of developing mental disorders, developmental delays, and hospitalization. Only the family can satisfy the child's need for security, which makes the child open to the world and provides opportunities for cognitive activity(K. Horney).

3. the formation of subject-tool competence at an early age is possible only in cooperation and communication with an adult (Elkonin). Here, a close adult plays the role of a carrier of a model of a method of action, control, correction and evaluation of the implementation of an action, encouragement. Moreover, the child shows this need for communication (Lisina): he tries to attract attention to his activities, seeks evaluation and encouragement for his successes, and seeks support. Reasonable permission and support from the parent provides the prerequisites for the formation of the child’s autonomy (Erikson). A strong, albeit unconscious, attraction to a parent of the opposite sex gives rise to anxiety, which the child extinguishes by identifying with the parent of the same sex. This primary gender self-determination is most successful within a two-parent family.

4. formation of social competence in preschool age. Thanks to the playback (role-playing game) of everyday family stories, the child is socialized and standards for future adulthood are set. These role-playing games are possible only through observation and assimilation of the behavioral characteristics of family members. By encouraging activity and providing additional opportunities in the family, the child’s initiative increases (Erikson).

5. cooperation and support of close adults in mastering the system of scientific concepts and implementing independent educational activities at primary school age. Children tend to do well in school if their parents give them support (Craig). Systematic training, education, availability good examples role model in the family leads to the development of the child’s hard work (Erikson)

6. creating conditions for the development of autonomy and self-awareness in adolescence and young adulthood. Because a family with children adolescence has as its goal the development of the family system, taking into account the growing independence of children and the inclusion of care for the older generation, then in the family there is a gradual recognition of the rights of adolescents to adulthood. They are provided with the necessary independence and autonomy to the greatest extent possible, so that adolescents can try on the role of adults in favorable family conditions.

In addition, in the family the child receives clearly defined gender role models and positive feedback that promotes gender-role identification with the corresponding parent. The internal stability and continuity of traditions in the family provides a good basis for the adolescent to build an identity (Erikson).

Favorable family conditions for personal and intellectual development child at the expense of:

emotional intensity of interpersonal relationships
emotional-positive nature of interpersonal relationships
stability, duration and stability of interaction in the family
joint activities and cooperation with a close adult as a model of competence
social support and initiation to independent activity

The specific role of father and mother is discussed in question 12 (second part).

Role of siblings: This is the closest peer group that influences the development of the child’s personality. More socially competent older siblings are role models and often serve as social role guides, protectors, and affectionate objects for younger siblings. The interaction of siblings has a beneficial effect on personal development and communicative competence of children.

The role of grandparents: transfer of cultural experience and traditions, formation of a family identity in a child. The care of the grandparents, their support and acceptance of the child provides additional conditions for the better growth and development of children in the family.

The human psyche does not arise without human living conditions, without communication with people. Psychologists believe that the human environment is not only a condition for a child’s development, it is the source of this development.

As you know, each generation of people expresses their experience, knowledge, skills, and mental qualities in the products of their labor. These include both objects of material culture and works of spiritual culture. Each new generation receives from the previous ones everything that was created before. The family is the center of development, especially while the child is still very young. It has a huge impact on what he will become in the future, on his place in society.

For a child, the family is the place of birth and the main habitat. In his family he has close people who understand him and accept him as he is - healthy or sick, kind or not so kind, flexible or prickly and impudent - he belongs there.

The family is the basis for the holistic and harmonious development of children, has a huge impact on the formation of the child’s personality, and the cultivation of important human qualities in him.

There is a certain specificity of family upbringing in contrast to public upbringing. By nature, family education is based on feeling. Initially, a family, as a rule, is created and exists on a feeling of love, which determines the moral atmosphere of this social group.

Cognitive orientation is inherent to one degree or another in all normal children. Translating this orientation into the mainstream of cognitive interests is the task of adults, which should be carried out throughout preschool childhood.

For a child, a parent is, on the one hand, an example to follow, the embodiment of the best personal qualities, a model of relationships with other people; on the other hand, a source of knowledge from life experience, friends and advisers in solving complex life problems.

In modern society, the classic form of family, consisting of parents of both sexes and children, is becoming less and less common, and an incomplete family with one parent and a child is becoming a common form of family. It happens that as a result of a divorce, the mother is left alone with the child, but it also happens that the father is left alone to raise his children.

The roles of both parents in the family are difficult to overestimate; each has its own functions in upbringing. E. Fromm also described the qualitative difference between maternal and paternal attitudes towards the child. He assessed them using two criteria: conditionality-unconditionality, controllability-uncontrollability, therefore mother's love he describes it as unconditional, given from birth and beyond the control of the child.

The mother's influence on the child begins long before his birth and affects his mental development. T.V. Andreeva notes that the successful psychosocial development of a child is directly related to the responsiveness of his mother, her positive emotional response.

Considering the influence of the mother on the unborn child, we can note the influence of the mother’s contact with the child on his emotional development. A child with whom both parents communicate is more emotionally stable, and his mental functions and abilities to communicate and establish contacts are better developed. Mothers who experienced constant severe stress during pregnancy thus give the child a perception of the world as dangerous.

In the psychology of motherhood, mother's behavior is studied as the basis for the development of the child as a subject of self-awareness, cognitive activity and communication. In foreign psychology, the relationship between mother and child is considered only as a single system.

A. Adler's research shows that healthy love Mother-to-child interaction develops independence and the ability to cooperate. Maternal care provides the opportunity for acceptance, while paternal care encourages giving. Both are necessary for personal development.

Thus, the mother is, first of all, a source of emotional warmth and support.

Fatherly love, according to E. Fromm, is determined by his expectations for the child; it must be earned and achieved through the child’s own activity.

The influence of the family on the child is manifested in the child’s emergence of a basic sense of security when interacting with the outside world. Children learn from their parents the rules of interpersonal interaction and the rules of moral behavior. Communication in the family allows the child to develop his own views, attitudes, norms and ideas. Thus, the family is for the child a school of relationships with people.

When comparing maternal and paternal parenting styles, it was shown that the father's authoritarianism has a positive effect on the mental characteristics of children, while the mother's authoritarianism has a negative effect.

In modern society, the number of divorces is constantly growing. As noted by A.V. Lysov, in recent years the number of families with one parent has increased significantly compared to other forms. There are two types of such families: 1) in which the mother is the only parent; 2) the father is the only parent.

Single-parent families are formed as a result of divorce, the death of one of the spouses, and also if one of the parents lives and works in another place, or if the child’s parents have never lived together.

Each of the identified types of single-parent families creates a special social situation for the child’s development and is characterized by its own specific features:

- in divorced families, the child witnessed conflicting, disharmonious relationships between parents;
-in widowed families, memories of life together parents are accompanied by positive emotions;
- in a family with one mother, the child does not have the opportunity to learn family communication and division of functions.

The main factor in the emergence of families with a single parent - a woman - is divorce. Another factor is the desire to have a child outside of marriage. Regardless of how a woman becomes a single parent, it is difficult for her to financially support her family and more than half of such families live in poverty, and mothers consider their children difficult to raise. A single mother has to bear several functions: fulfill the roles of head of the family, breadwinner, housewife and child educator. A single mother may successfully provide her children with the love and care they need, but she herself may struggle with the lack of another adult who will provide her with the love and help that she herself sorely needs.

A.V. Lysova notes that the problems of families of single women are the result of attitudes, and not the absence of a father. boys from these families do not have more problems achieving their masculine identity when compared to other boys.

There are few families where the only parent is the father. According to A.V. Lysovaya is about 2%. Most single fathers quickly remarry. As a single parent, a father may suffer economic hardship, although much less often than single mothers, and, like women, they find very little social, social support. Men also experience role conflict as a result of professional demands, social demands, and the demands of the parental role. Fathers in these families, especially if it was due to divorce, suffer from the same problems of loneliness and role overload as women. Many fathers resolve this situation through remarriage, which places most of the responsibility for the children on the new spouse.

Thus, influence from the father is different from influence from the mother. This is due to the socio-cultural roles that belong to the mother and father in raising a child.