Styles of family education Styles of family education. - presentation

Styles of family education Styles of family education. - presentation

Styles of family education Styles of family education
Purpose: Purpose: To get acquainted with the modern classification of styles of family education and their characteristics. Get acquainted with the modern classification of family education styles and their characteristics. Objectives: Objectives: to promote understanding of the problems arising from an incorrectly chosen style of family education, to help improve the effectiveness of the relationship between the child and parents. to promote an understanding of the problems arising from an incorrectly chosen style of family education, to help improve the effectiveness of the relationship between the child and parents.

“If you're thinking a year ahead, plant a seed. If you think decades ahead, plant a tree. If you think a century ahead, educate a person.”

A family is a whole world in which a child lives, acts, makes discoveries, learns to love, hate, rejoice, and sympathize. A family is a whole world in which a child lives, acts, makes discoveries, learns to love, hate, rejoice, and sympathize. Family relationships can have both positive and negative influences on him. Family relationships can have both positive and negative influences on him.

Who can a child be for parents? Who can a child be for parents? What place does he take in the family? What place does he take in the family? What kind of relationship does a child have with his parents from early childhood? What kind of relationship does a child have with his parents from early childhood?

1. What, in your opinion, determines a person’s character to a greater extent – ​​heredity or upbringing? A). Mainly education. A). Mainly education. B). A combination of innate inclinations and environmental conditions. B). A combination of innate inclinations and environmental conditions. IN). Mainly by innate inclinations. IN). Mainly by innate inclinations. G). Neither one nor the other, but life experience. G). Neither one nor the other, but life experience.

2. How do you feel about the idea of ​​children raising their parents? A). This is a play on words, sophistry, which has little relation to reality. A). This is a play on words, sophistry, which has little relation to reality. B). I absolutely agree with this. B). I absolutely agree with this. IN). I am ready to agree with this, provided that we must not forget about the traditional role of parents as educators of their children. IN). I am ready to agree with this, provided that we must not forget about the traditional role of parents as educators of their children. G). I find it difficult to answer, I haven’t thought about it. G). I find it difficult to answer, I haven’t thought about it.

3. Which of the judgments about education do you find most successful? 3. Which of the judgments about education do you find most successful? A). If you have nothing else to say to your child, tell him to go wash himself (Edgar Howe) A). If you have nothing else to say to your child, tell him to go wash himself (Edgar Howe) B). The goal of education is to teach children to do without us (Ernst Legouwe) B). The goal of education is to teach children to do without us (Ernst Legouwe) B). Children do not need teachings, but examples (Joseph Joubert) B). Children do not need teachings, but examples (Joseph Joubert) D). Teach your son obedience, then you can teach everything else (Thomas Fuller). G). Teach your son obedience, then you can teach everything else (Thomas Fuller).

4. Do you think that parents should educate their children about gender issues? A). No one taught me this, and life itself will teach them. A). No one taught me this, and life itself will teach them. B). I believe that parents should satisfy their children’s interest in these issues in an accessible form. B). I believe that parents should satisfy their children’s interest in these issues in an accessible form. IN). When the children are old enough, it will be necessary to start a conversation about this. And at school age, the main thing is to take care to protect them from manifestations of immorality. IN). When the children are old enough, it will be necessary to start a conversation about this. And at school age, the main thing is to take care to protect them from manifestations of immorality. G). Of course, parents should do this first. G). Of course, parents should do this first.

5. Should parents give their child pocket money? A). If he asks, you can give it. A). If he asks, you can give it. B). It is best to regularly allocate a certain amount for specific purposes and control expenses. B). It is best to regularly allocate a certain amount for specific purposes and control expenses. IN). It is advisable to give out a certain amount for a certain period of time (for a week, for a month) so that the child learns to plan his expenses. IN). It is advisable to give out a certain amount for a certain period of time (for a week, for a month) so that the child learns to plan his expenses. G). When possible, you can sometimes give him some amount. G). When possible, you can sometimes give him some amount.

6. What will you do if you find out that your child was offended by a classmate? A). I’ll be upset, I’ll try to console the child. A). I’ll be upset, I’ll try to console the child. B). I'll go find out the relationship with the offender's parents. B). I'll go find out the relationship with the offender's parents. IN). Children themselves will better understand their relationships, especially since their grievances are short-lived. IN). Children themselves will better understand their relationships, especially since their grievances are short-lived. G). I will advise the child how best to behave in such situations. G). I will advise the child how best to behave in such situations.

7. How do you react to a child’s foul language? A). I will try to make him understand that in our family, and among decent people in general, this is not accepted. A). I will try to make him understand that in our family, and among decent people in general, this is not accepted. B). Foul language must be nipped in the bud! Punishment is necessary here, and the child must henceforth be protected from communicating with ill-mannered peers. B). Foul language must be nipped in the bud! Punishment is necessary here, and the child must henceforth be protected from communicating with ill-mannered peers. IN). Just think! We all know these words. There is no need to attach importance to this as long as it does not go beyond reasonable limits. IN). Just think! We all know these words. There is no need to attach importance to this as long as it does not go beyond reasonable limits. G). A child has the right to express his feelings, even in a way that we don’t like. G). A child has the right to express his feelings, even in a way that we don’t like.

8. A teenage daughter wants to spend the weekend with a friend, where a group of peers will gather in the absence of her parents. Would you let her go? A). In no case. Such gatherings do no good. If children want to relax and have fun, let them do it under the supervision of their elders. A). In no case. Such gatherings do no good. If children want to relax and have fun, let them do it under the supervision of their elders. B). Perhaps, if I know her comrades as decent and reliable guys. B). Perhaps, if I know her comrades as decent and reliable guys. IN). She is quite a reasonable person to make her own decision. Although, of course, in her absence I will be a little worried. IN). She is quite a reasonable person to make her own decision. Although, of course, in her absence I will be a little worried. G). I see no reason to ban it. G). I see no reason to ban it.

9. How will you react if you find out that your child lied to you? A). I will try to bring him to light and shame him. A). I will try to bring him to light and shame him. B). If the reason is not too serious, I will not attach any importance. B). If the reason is not too serious, I will not attach any importance. IN). I'll be upset B). I'll be upset D). I'll try to figure out what prompted him to lie. G). I'll try to figure out what prompted him to lie.

10. Do you think that you are setting a good example for your child? A). Undoubtedly. A). Undoubtedly. B). Trying. B). Trying. IN). Hope. IN). Hope. G). Don't know. G). Don't know.

Family relationships can be represented as a formula: Family relationships can be represented as a formula: FAMILY RELATIONS SYSTEM = (parents + parents) + (parents + children) + FAMILY RELATIONS SYSTEM = (parents + parents) + (parents + children) + (children + children). (children + children).

authoritarian democratic permissive chaotic caregiver

democratic - Parents are aware of their important role in the development of the child’s personality, but they also recognize his right to self-development. — They understand what requirements need to be dictated and what to discuss. — We are ready to reconsider our positions within reasonable limits. — Recognize and encourage their children's autonomy. — Open to communication and discussion with children of established rules of behavior; allow changes in their requirements within reasonable limits. “Children are excellently adapted, self-confident, and have developed self-control and social skills. — Do well in school and have high self-esteem.

authoritarian - Parents imagine how their child should grow up and make every effort to achieve this. “They are categorical and uncompromising in their demands. — When communicating with a child, they give orders, set strict requirements and rules, and do not allow their discussion. — Closed to constant communication with children. — Children, as a rule, are withdrawn, fearful, gloomy and dependent, unpretentious and irritable. — Girls usually remain passive and dependent throughout adolescence and young adulthood. — Boys can become uncontrollable and aggressive.

Advice to parents: Advice to parents: Children must understand why and why they are doing something. Too strict upbringing, based on principles that are not always clear to the child, resembles training. A child can unquestioningly do everything when you are around, and “don’t care” about all the prohibitions when you are not around. Conviction is better than strictness. Children must understand why and why they do something. Too strict upbringing, based on principles that are not always clear to the child, resembles training. A child can unquestioningly do everything when you are around, and “don’t care” about all the prohibitions when you are not around. Conviction is better than strictness.

guardian - Parents value their child too highly and consider his weaknesses excusable. — They communicate with him easily, trust him in everything. - Not prone to prohibitions and restrictions. — A child in such a family weakly or does not regulate behavior at all. — Parents protect their children from any worries. —Children are given too much freedom or little parental guidance. — Unconditional parental love prevails.

Advice to parents: Advice to parents: Unfortunately, children do not always appreciate the efforts of their parents. And often the brilliant future drawn by adults in their imaginations is shattered by the child’s complete reluctance to study, say, music. Unfortunately, children do not always appreciate the efforts of their parents. And often the brilliant future drawn by adults in their imaginations is shattered by the child’s complete reluctance to study, say, music. While the child is still small and obeys adults, but then... Wanting to break out of the cage of parental love, he begins to express protest in ways available to him - this could be taking drugs, alcohol. While the child is still small and obeys adults, but then... Wanting to break out of the cage of parental love, he begins to express protest in ways available to him - this could be taking drugs, alcohol. Therefore, while filling your child’s day with necessary and useful activities, do not forget to leave him some time for personal matters. Therefore, while filling your child’s day with necessary and useful activities, do not forget to leave him some time for personal matters.

conniving - Parenting problems are not a priority for parents, since they have other concerns. — Parents do not set any restrictions for their children and are indifferent to their own children. “They are closed to communication; because they are burdened with their own problems, they have no energy left to raise their children. Parental indifference is combined with hostility. The child has to solve his problems himself. “There is nothing stopping a child from giving free rein to his most destructive impulses and showing a tendency towards delinquent behavior.

Advice to parents: You should never show your child that you don’t care what he does. He, sensing your indifference, will immediately begin to check how “real” it is. The test will consist in committing initially bad actions. The child waits to see whether the offense will result in criticism or not. Therefore, it is better, instead of ostentatious indifference, to try to establish friendly relations with your child, even if his behavior does not suit you at all.

chaotic There is no unified approach to raising a child. There are no clearly expressed, specific requirements for the child. The child loses a sense of stability. Self-control and responsibility are not formed. The child becomes anxious and unsure of himself

Advice to parents: Advice to parents: Parents should show their child that they are pleased by his good deeds and upset by his bad ones. This creates in children a consciousness of unshakable values. When adults, to please their selfishness and mood, allow something today and forbid it tomorrow, the child can understand only one thing: it doesn’t matter what I do, the main thing is what the parents’ mood is. Parents should show their child that they are pleased by his good deeds and upset by his bad ones. This creates in children a consciousness of unshakable values. When adults, to please their selfishness and mood, allow something today and forbid it tomorrow, the child can understand only one thing: it doesn’t matter what I do, the main thing is what the parents’ mood is.

Understanding the child, accepting him not only with the heart, but also with the mind, awareness of responsibility for the fate of the little person will help adults choose the style of education that will benefit both the child and the parents. Understanding the child, accepting him not only with the heart, but also with the mind, awareness of responsibility for the fate of the little person will help adults choose the style of education that will benefit both the child and the parents.

Memo for parents. Memo for parents. If a child is constantly criticized, he learns to hate. If a child is constantly criticized, he learns to hate. If a child lives in hostility, he learns aggressiveness. If a child lives in hostility, he learns aggressiveness. If a child is ridiculed, he becomes withdrawn. If a child is ridiculed, he becomes withdrawn. If a child grows up in reproach, he learns to live with a feeling of reproach. If a child grows up in reproach, he learns to live with a feeling of reproach. If a child grows up in tolerance, he learns to understand others. If a child grows up in tolerance, he learns to understand others. If a child is encouraged, he learns to believe in himself. If a child is encouraged, he learns to believe in himself. If a child is praised, he learns to be grateful. If a child is praised, he learns to be grateful. If a child grows up in honesty, he learns to be fair. If a child grows up in honesty, he learns to be fair. If a child lives in safety, he learns to believe in people. If a child lives in safety, he learns to believe in people. If a child is supported, he learns to value himself. If a child is supported, he learns to value himself. If a child lives in understanding and friendliness, he learns to find love in this world. If a child lives in understanding and friendliness, he learns to find love in this world.

We are all so different! We are all so different! But for every parent, their child is the best!

Thank you for your attention!

Parent meeting at a preschool educational institution on the topic “The influence of the family on the formation of a child’s personality”

Bibliographic description:

Tashkinova, L.V. Parents’ meeting at a preschool educational institution on the topic “The influence of the family on the formation of a child’s personality” / L.V. Tashkinova. — Text: direct // Questions of preschool pedagogy. — 2020. — No. 3 (6). - pp. 71-72. — URL: https://moluch.ru/th/1/archive/41/1304/ (date of access: 10.10.2020).


Equipment: easel, marker/chalk, Whatman paper, ball, string, tape.

Progress of the meeting:

Teacher: Hello dear parents! The theme of our meeting is “The influence of the family on the formation of a child’s personality.” Now I suggest we pass the ball to each other and say in 1 phrase, what is family to you? How do you understand and decipher this concept?

The teaching assistant writes down the parents' answers on the board.

The teacher summarizes: a family is a group of people connected by blood, marriage, or adoption, all members are united by understanding, respect and acceptance of each other. The educational function of the family is one of the most important functions. Not only children, but also adults are brought up in a family, since upbringing is a very complex, two-way process. Organization of family life and everyday life, which is based on the equality of all members, involving children in solving economic issues of family life, running the household, doing feasible work, in the reasonable organization of recreation, in walking together, reading, listening to music, visiting the theater and cinema. Mutual strictness of principle, a friendly tone in address, sincerity, love and cheerfulness in the family.

Each family is characterized by certain methods of upbringing in the family - these are the ways through which purposeful pedagogical interaction between parents and children is carried out.

Methods of persuasion , which involve pedagogical interaction between parents in order to form in the child internal agreement with the requirements placed on him, are explanation, suggestion and advice, a method of encouragement, a method of joint practical activity.

The method of coercion (punishment) involves the use of a system of special means in relation to a child that does not humiliate his personal dignity, with the aim of inducing in him a refusal of undesirable actions, actions, and judgments. As a rule, as a means of punishment, a child is deprived of a certain list of pleasures that are significant to him - watching TV, walking with friends, using a computer.

A child's personality is influenced by parenting styles in the family.

Teacher: What parenting styles do you know? As a rule, there are 3 classic parenting styles: authoritarian; democratic; conniving. Tell us what you know about each style? Parents say their guesses.

Authoritarian style - The desire of the parent is the law! Unquestioning submission. The reasons for the instructions and prohibitions are not broadcast. Children in such families conflict, but more often adapt, become unsure of themselves, and are not independent.

Liberal style (permissive) - Parents do not pay attention to their children and do not limit anything. Children often fall under any influence. They don't listen to anyone. They can raise their hand against a parent. Children have almost no values.

Democratic style. The most optimal. Parents value independence and discipline. Parents give the child the opportunity to be independent. Parents respect the child’s opinion and consult with him. Control is based on tender feelings and reasonable care. Children listen to explanations.

Practical tasks:

Now I will ask 3 pairs of parents to come out. Now we will clearly see the features of each parenting style. Divide who in the couple will be the child and who will be the parent. The parents' task is to put the child to sleep, the children's task is to disagree. The first parent will show us how he would behave under an authoritarian parenting style, the second parent - under a liberal one, and the third - under a democratic one.

After the parents play the skits, the teacher asks how the “children” in each pair felt. As a rule, in a liberal family a child feels unnecessary, in an authoritarian family he feels depressed, and in a democratic family he feels comfortable.

Teacher: dear parents, you are great! Next, we will play a few skits to try to cope in a playful way with the difficulties that arise day by day in our lives. In the skits, someone will be a parent, someone will be a child. For the “children,” the task will be written on a piece of paper, and parents need to cope with the current situation.

1 situation: (1 child, 1 adult). A child in a store wanted a new toy (roars, screams loudly, stomps his feet, falls to the floor). The parent’s task is not to buy (the most favorable option is to agree with the child to buy a toy next time, as a reward for good behavior, a good deed)

Situation 2: (parent, several children, toys). One child systematically takes toys from children. The most favorable outcome is that the parent persuades the child to share, promising that in return they will also share something with the child, or give them a treat, or say thank you. Selfishness is being prevented.

Situation 3 (1 parent, 1 child). The child regularly ignores the adult’s requests. The reason is the liberal style of education, parents are busy with their own affairs, the child “has no strength”; authoritarian parenting style. The most favorable outcome is that the parent lowers the child to eye level, speaks in a whisper, without threats, spends time with the child more often, draws, sculpts together, and visits public places.

Teacher: dear parents, now I am offering you a number of games aimed at bringing you emotionally closer to your child, which are also developmental in nature. It is best to play these or similar games every day.

“Blind Man's Bluff for Honesty” creates a positive attitude and voluntary attention.

The game is an ordinary blind man's buff, but the child is not blindfolded, he simply closes them. In order to justify the high title of an honest person, a child will have to control himself, suppressing the desire to spy on the player. The reward is emotional encouragement from an adult.

“Try to show, try to guess.”

Teacher: I will point at you and name a phrase; you will need to show this using facial expressions, voice intonation and other actions with various objects. For example, eat a sour lemon, lift a heavy suitcase, smell a flower, eat delicious food, pet a kitten/puppy, play snowballs.

Teacher: we had a very fruitful time, I propose to end today’s event with an English proverb: your children will still be like you, educate yourself.

Literature:

1. Berezina A. S. Are we always right? M.: “Knowledge”, 1972.
2. Kartavtseva M.I. Parents ask for advice. - M.: Publishing house "Knowledge", 1970.
3. Ostrovskaya L.F. Pedagogical situations in the family education of preschoolers: Book. for a kindergarten teacher. — 2nd ed., revised. and additional — Enlightenment, 1990.

Key terms
(automatically generated)
: child, parent, teacher, family, parenting style, authoritarian parenting style, favorable outcome, purpose of formation.

Parent meeting

"Family Parenting Styles"

Target:

to promote parents' understanding of the problems arising from an incorrectly chosen style of family education, to help improve the effectiveness of the relationship between the child and parents.

Form:

round table with a “frame”.

Equipment:

tape recorder, cassettes with recordings of music for relaxation; “Family Parenting Style” questionnaire forms, pens for parents.

Organization of space:

1. The meeting takes place in room No. 17. 2. The tables are arranged in a semicircle and oriented towards the main table, at which the psychologist sits. To the right of the leader is the class teacher. 3. There are clean sheets of paper, pens, and pencils on the tables for parents. 4. Before the start of the meeting, while the parents are getting ready, calm (relaxation) music plays quietly. 5. Parents/legal representatives/ are seated at tables randomly.

Preparatory work for the meeting:

• Preparation of application forms.
• Preparing and sending out invitations to meetings for parents.

PROGRESS OF THE MEETING

1. Introductory part

Classroom teacher

introduces the round table participants, names the parents (legal representatives) present at the seminar,

2. Conducting a survey of parents to determine the style of family education

There are many theories about raising children. Parents, when raising children, usually do not theorize about this, but behave as their intuition, life experience and prevailing circumstances tell them. In short - how it turns out. How does it work? With this simple test, try to evaluate your own family parenting strategy. Of the four answer options, choose the one that suits you best.

1. What, in your opinion, determines a person’s character to a greater extent – ​​heredity or upbringing?

A. Mainly by education. B. A combination of innate inclinations and environmental conditions. B. Mainly by innate inclinations. G. Neither one nor the other, but life experience.

2. How do you feel about the idea of ​​children raising their parents?

A. This is a play on words, sophistry, which has little relation to reality. B. I absolutely agree with this. V. I am ready to agree with this, provided that we must not forget about the traditional role of parents as educators of their children. G. I find it difficult to answer, I haven’t thought about it.

3. Which of the judgments about education do you find most successful?

A. If you have nothing else to say to your child, tell him to go wash himself (Edgar Howe)

B. The purpose of education is to teach children to do without us
(Ernst Legouwe)
C. Children need not teachings, but examples
(Joseph Joubert)
D. Teach your son obedience, then you can teach everything else
(Thomas Fuller).
4. Do you think that parents should educate their children about gender issues?

A. No one taught me this, and life itself will teach them. B. I believe that parents should satisfy their children’s interest in these issues in an accessible form. Q. When the children are old enough, it will be necessary to start a conversation about this. And at school age, the main thing is to take care to protect them from manifestations of immorality. G. Of course, parents should do this first.

5. Should parents give their child pocket money?

A. If he asks, you can give it. B. It is best to regularly allocate a certain amount for specific purposes and control expenses. B. It is advisable to give out a certain amount for a certain period of time (for a week, for a month) so that the child learns to plan his expenses. D. When possible, you can sometimes give him some amount.

6. What will you do if you find out that your child was offended by a classmate?

A. I’ll be upset, I’ll try to console the child. B. I’ll go to sort things out with the offender’s parents. B. Children themselves will better understand their relationships, especially since their grievances are short-lived. D. I will advise the child how best to behave in such situations.

7. How do you react to a child’s foul language?

A. I will try to make him understand that in our family, and indeed among decent people, this is not accepted. B. Foul language must be nipped in the bud! Punishment is necessary here, and the child must henceforth be protected from communicating with ill-mannered peers. B. Just think! We all know these words. There is no need to attach importance to this as long as it does not go beyond reasonable limits. D. A child has the right to express his feelings, even in a way that we don’t like.

8. A teenage daughter wants to spend the weekend at a friend’s dacha, where a group of peers will gather in the absence of her parents. Would you let her go?

A. In no case. Such gatherings do no good. If children want to relax and have fun, let them do it under the supervision of their elders. B. Perhaps, if I know her comrades as decent and reliable guys. B. She is quite a reasonable person to make her own decision. Although, of course, in her absence I will be a little worried. G. I see no reason to prohibit it.

9. How will you react if you find out that your child lied to you?

A. I will try to bring him to light and shame him. B. If the reason is not too serious, I will not attach any importance. B. I’ll be upset D. I’ll try to figure out what prompted him to lie.

10. Do you think that you are setting a good example for your child?

A. Absolutely. B. I try. Q. I hope so. G. I don’t know.

Processing the results

Behavior style

Mark the answer options you have chosen in the table and determine their correspondence to one of the types of parental behavior. The greater the predominance of one type of answer, the more pronounced a certain parenting style is in your family. If no one category predominates among your answers, then we are probably talking about a contradictory parenting style, when there are no clear principles, and the behavior of parents is dictated by the momentary mood. Try to understand how you still want to see your child, as well as yourself as a parent.

3. Message from the class teacher about family parenting styles

Today at the meeting we will look at the relationship between parents and children. These relationships are commonly called family parenting style. The mental and overall development of the child largely depends on the style of family education. Many works by psychologists devoted to child-parent relationships are based on the typology of family education styles proposed by D. Baumrind more than 30 years ago, which substantively described three main styles: authoritarian, authoritative, democratic and permissive.

Authoritarian style

(in the terminology of other authors - “autocratic”, “dictate”, “dominance”) - all decisions are made by parents who believe that the child should obey their will and authority in everything. Parents limit the child’s independence and do not consider it necessary to somehow justify their demands, accompanying them with strict control, severe prohibitions, reprimands and physical punishment. During adolescence, parental authoritarianism generates conflicts and hostility. The most active, strong teenagers resist and rebel, become overly aggressive and often leave their parents' home as soon as they can afford it. Timid, insecure teenagers learn to obey their parents in everything, without making any attempt to decide anything on their own. If mothers tend to implement more “permissive” behavior towards older teenagers, then authoritarian fathers firmly adhere to the chosen type of parental authority. With such upbringing, children develop only a mechanism of external control, based on feelings of guilt or fear of punishment, and as soon as the threat of punishment from the outside disappears, the teenager’s behavior can become potentially antisocial. Authoritarian relationships exclude spiritual closeness with children, so a feeling of affection rarely arises between them and their parents, which leads to suspicion, constant vigilance and even hostility towards others.

Democratic style

(in the terminology of other authors - “authoritative”, “cooperation”) - parents encourage personal responsibility and independence of their children in accordance with their age capabilities. Teenagers are included in the discussion of family problems, participate in decision-making, listen to and discuss the opinions and advice of their parents. Parents demand meaningful behavior from their children and try to help them, being sensitive to their needs. At the same time, parents show firmness, care about fairness and consistent discipline, which forms correct, responsible social behavior.

Permissive style

(in the terminology of other authors - “liberal”, “lenient”, “hypoprotective”) - the child is not properly guided, practically does not know the prohibitions and restrictions on the part of the parents, or does not follow the instructions of the parents, who are characterized by inability, inability or unwillingness to guide children . As they grow older, such teenagers conflict with those who do not indulge them, are unable to take into account the interests of other people, establish strong emotional connections, and are not ready for restrictions and responsibility. On the other hand, perceiving the lack of guidance from parents as a manifestation of indifference and emotional rejection, children feel fear and uncertainty. The inability of the family to control the behavior of a teenager can lead to his involvement in antisocial groups, since he has not developed the psychological mechanisms necessary for independent, responsible behavior in society. Subsequently, other characteristic styles of family education were identified.

Chaotic style

(inconsistent leadership) is the absence of a unified approach to education, when there are no clearly expressed, defined, specific requirements for the child or there are contradictions and disagreements in the choice of educational means between parents. With this style of education, one of the important basic needs of the individual is frustrated - the need for stability and orderliness in the surrounding world, the presence of clear guidelines in behavior and assessments. The unpredictability of parental reactions deprives the child of a sense of stability and provokes increased anxiety, uncertainty, impulsiveness, and in difficult situations even aggressiveness and uncontrollability, social maladjustment. With such upbringing, self-control and a sense of responsibility are not formed, immaturity of judgment and low self-esteem are noted.

Nurturing style

(overprotection, concentration on the child) - the desire to constantly be near the child, to solve all the problems that arise for him. Parents vigilantly monitor the teenager’s behavior, limit his independent behavior, and worry that something might happen to him. Despite external care, the nurturing style of parenting leads, on the one hand, to an excessive exaggeration of a teenager’s own importance, and on the other, to the development of anxiety, helplessness, and delayed social maturity.

4. Discussion of the problem

Dear parents, I ask those who wish to express their point of view on this topic. And I especially want to talk about what methods of influence you use with your children? About which of them you consider the most effective.

• Just encouragement.
• Frequent reprimand.
• "The carrot and stick method."

In a discussion about the methods of education adopted in their family, the moderator shows the effectiveness of a particular method/.

5. Conclusions:

Leader's word:

“Even in the 19th century, advanced Russian writers and teachers understood education as the interaction of equal participants. They noted that all upbringing in a family is based on love for children. And the love of parents ensures the full development and happiness of children. Parenting with love does not negate parental control. According to psychologists who study the problems of family upbringing, control is necessary for the child, because without adult control there can be no purposeful upbringing. The child gets lost in the world around him, among people, rules, things. At the same time, control comes into conflict with the child’s need to be independent. It is necessary to find forms of control that are appropriate to the child’s age and do not infringe on his independence, while simultaneously promoting the development of self-control. American psychologists suggest instead of directive inhibitory control (“do as I say”), use instructive control (“maybe you will do as I suggest”). Instructive control develops initiative, hard work, and self-discipline. I would like to end today’s meeting with the words of S. L. Amonashvili: “Children are not born bad. A child is born to learn about the world, not to anger his parents or teacher. The child's body is the form in which nature objectifies itself. The real basis of a person is not his individual qualities, but his way of life. The child lives from the first minutes of birth, and does not prepare for life. A child is a social being. Every personality develops through communication. The child needs cooperation. In cooperation, a child turns out to be much smarter and stronger than when working independently.” Understanding the child, accepting him not only with the heart, but also with the mind, realizing one’s responsibility for the fate of the little person will help adults choose a parenting style that will benefit both the child and the parents.

6. Interview for parents:

1. How did today’s meeting help you? 2. Which part was of particular interest? 3. Your wishes for the future.

Bibliography:

1. Derekleeva N.I.

   Organization of parent meetings in grades 1–11 / N.I. Derekleeva. – M.: Russian Word, 2000. – 48 p.: ill.

2. Zakharov A.I.

   Neuroses in children / A. I. Zakharov. – St. Petersburg: SOYUZ, 1998. – 336 p.

3. Khukhleeva O.

   Active forms of group work with parents / O. Khukhleeva // School psychologist. – 2006. No. 19. – P. 38.

4. Chernousova F.P.

   Directions, content, forms and methods of educational work of the class teacher on a diagnostic basis (methodological recommendations) / F. P. Chernousova / M.: Pedagogical Search, 2004. – 160 p.

Questionnaire for parents.

Based on the results of the answers to this questionnaire, you can determine whether the principle of raising children has been chosen correctly.

Can you:

1. At any moment, leave all your business and take care of your child?
2. Consult with your child, regardless of his age?
3. Confess to your child a mistake made towards him?
4. Apologize to your child if you were wrong?
5. Control yourself and maintain composure, even if the child’s action made you angry?
6. put yourself in the child's place?
7. Believe at least for a minute that you are a good fairy or a handsome prince?
8. Tell your child an instructive incident from childhood that portrays you in an unfavorable light?
9. Always refrain from words and expressions that could hurt a child?
10. Promise your child that his wishes will be granted for good behavior?
11. Give your child one day when he can do whatever he wants without you interfering with anything?
12. Do not react if your child hits, pushes or unjustly offends another child?
13. Resist tears, whims, requests, if you know that this is a whim?

Possible answers:

a) I can and always do this – 3 points;

b) I can, but I don’t always do so – 2 points;

c) I can’t – 1 point.

From 30 points to 39 points

– you adhere to the correct principles of education.

From 16 to 30 points

– your method of education is carrot and stick.

Less than 16 points

– you have no teaching skills and no desire to raise a child.

Tables with style characteristics

Permissive style and its characteristics

Family education methods: how to raise a good person?

Liberal style and its characteristics

Authoritarian style and its characteristics

Democratic style and its characteristics

Lapshina E.A., Duda I.V. Characteristics of family education styles // Universum: Psychology and education: electronic. scientific magazine 2020. No. 9(39).