“EDUCATION OF A CITIZEN IN THE FAMILY” Parents’ meeting. - presentation

Methodological development of the parent meeting “Teenager: Law and Responsibility”

Methodological development of parent meetings

"Teenager: Law and Responsibility"

Goals

: prevention of illegal actions of teenagers in the family and educational institutions; deepening the knowledge of parents on the administration and criminal responsibility of adolescents before the law; search for the causes and prevention of teenage crime.

Decor

: posters with statements from prominent people:

Equipment

: Whatman paper, marker or interactive whiteboard.

The problem of child and teenage crime is, unfortunately, not new. Crimes and delinquency are becoming an integral part of our reality, and everyone is getting “younger” every year. Obscene language from teenagers, scribbled walls of houses, fences, broken bus stops, littered with garbage, empty bottles, beer cans, cigarette butts, entrances of multi-storey buildings with used syringes - all this should not be ignored, because these are far from innocent entertainment of the younger generation, and possible preconditions for immoral, illegal behavior and the future of today's children. From criminal chronicles we are increasingly learning that juvenile delinquency and crime occupy an increasingly significant place in the overall picture of crime in modern Russian society.

For clarity, let's look at the statistics for recent years.

In modern society, in order to prepare children to solve many life problems, it is extremely necessary to form in them a worldview based on respect for the law, on knowledge of the rights, freedoms, duties and responsibilities of a person in society. By teaching children today to use their rights and freedoms, to skillfully combine rights and obligations, responsibility to others, by forming their legal culture, we contribute to the fact that tomorrow, having turned into adults, our children of today will learn to respect and protect not only their rights and freedoms, but also their children, but also the rights of the older generation. To teach their children conscious civic behavior in society, parents themselves must know the laws, live by the law and moral standards, and skillfully pass on basic legal knowledge to their children.

For parents, children remain children for the rest of their lives. But who does the law consider a child? When does a child have rights and responsibilities, and at what age should he take responsibility for his actions?

1. From the age of 8, a child acquires the right to be a member and participant of a children's public association (Article 19 of the Law “On Public Associations”).
2. From the age of 10, a child acquires the right to give consent to change his first and last name, to restore a parent’s parental rights, to be adopted or placed in a foster family (Article 134 of the RF IC).
3. A child who has reached the age of 14 has the right to give consent to change his citizenship (Article 9 of the Law “On Citizenship of the Russian Federation”), the right to cancel adoption (Article 142 of the RF IC), the right to demand the establishment of paternity in relation to his child in court procedure (Article 62 of the RF IC), the right to dispose of earnings (scholarships) and other income without the consent of parents, the right to exercise the rights of the author of the results of his intellectual activity without parental consent, the right to independently carry out certain transactions, as well as bear responsibility for concluded transactions (Art. 26 of the Civil Code of the Russian Federation), the right to independently go to court to protect one’s interests (Article 56 of the RF IC), the right to be hired during free time from study to perform light labor (Article 63 of the Labor Code of the Russian Federation), the right to work no more than 24 hours per week (Article 92 of the Labor Code of the Russian Federation), the right to incentives for work (Article 191 of the Labor Code of the Russian Federation); the right to annual paid leave of 31 calendar days at a time convenient for the child (Article 267 of the Labor Code of the Russian Federation); the right to join trade unions (Article 21 of the Labor Code of the Russian Federation); the right and obligation to have a passport (Resolution of the Government of the Russian Federation “On approval of the regulations on the passport of a citizen of the Russian Federation”).
4. From the age of 15, the right to agree or disagree to medical intervention appears (Article 24 of the Fundamentals of the Legislation of the Russian Federation on the protection of the health of citizens); the right to be hired in cases of receiving basic general education or leaving it in accordance with the law (Article 63 of the Labor Code of the Russian Federation).
5. From the age of 16 - the right to marry if there is a good reason with the permission of the local government (Article 13 of the RF IC); the right to independently exercise parental rights (Article 62 of the RF IC); the right to work no more than 36 hours a week (Article 92 of the Labor Code of the Russian Federation); the right to recognition as a member of the cooperative.

RESPONSIBILITIES OF A CHILD

1. The child is obliged to obey his parents or persons replacing them; accept their care and education, except in cases of neglect, cruel, rude, degrading treatment, insult or exploitation.
2. Every minor is required to receive basic general education; this obligation remains in force until he reaches 15 years of age.
3. From the age of 14, you are required to have a passport (Resolution of the Government of the Russian Federation “On approval of the regulations on the passport of a citizen of the Russian Federation”).
4. If a minor works in his free time from school, he is obliged to work conscientiously and observe labor discipline (Article 21 of the Labor Code of the Russian Federation).
5. When participating in a youth public association, a minor is required to comply with its charter and rules.
6. Male minors bear military duty in the form of military registration and preparation for military service. In the year of reaching the 17th birthday, the minor is obliged to appear when called by the military commissar in connection with registration (pass a commission at the military registration and enlistment office and receive a registration certificate) (Article 9 of the Law of the Russian Federation “On Military Duty and Military Service”). If you change your place of residence, deregister from the military register, and upon arrival at your new place of residence, register with the military within two weeks; In educational institutions of secondary (complete) education, preparation for military service is carried out on a voluntary basis.
7. Under international humanitarian law, minors under 15 years of age do not have the right to take direct part in hostilities, and states are obliged to refrain from conscripting or recruiting such persons to serve in the armed forces.
8. Persons under the age of majority cannot purchase, store, collect and carry weapons, including self-defense weapons (smooth-bore firearms, gas pistols, aerosols, electric shock devices, etc.); A complete ban on the manufacture, storage and carrying of brass knuckles, boomerangs, and edged weapons with an ejectable blade has been introduced.

The responsibilities of students in the educational process are determined by the Charter and other local acts of educational institutions.

At what age does responsibility before the law begin?

1. If we talk about the moral responsibility of a child for his actions, then the child is responsible to his parents or persons replacing them, educators and teachers.
2. From the age of 8, if a child has certain behavioral problems, he/she becomes responsible in the form of placement in a special open-type educational institution. (RF Law No. 120 “On the fundamentals of the system for preventing neglect and juvenile delinquency”).
3. From the age of 11, a child with deviant (socially dangerous) behavior has a responsibility in the form of placement in a special educational institution for children and adolescents (special school, special boarding school, etc.) (Article 50 of the Law of the Russian Federation “On Education”).
4. For damage caused by minors, including transactions involving young children (under 14 years of age), only parents bear property liability, but from the age of 14 the responsibility of the child himself increases significantly.
5. A student who has reached the age of 15 may be expelled from the school by decision of the relevant educational authority for committing illegal actions, gross and repeated violation of the school’s Charter. From the age of 15, criminal liability begins for crimes provided for in Article 20 of the Criminal Code of the Russian Federation.
6. From the age of 16, administrative and full criminal liability begins, and from the age of 17, responsibility for failure to fulfill military registration obligations.

These points of legal education must be remembered as adults and conveyed to their children, because often when they commit actions, teenagers cannot adequately evaluate their actions and separate a childish prank from an illegal action.

Administrative penalties may also be applied to juvenile offenders.

. Some students of our technical school violate the rules of conduct, the Charter of the technical school, are late for classes, truant, use foul language, and appear drunk in public places. For all these administrative offenses, students are dealt with at the Prevention Council, and systematic violators are placed under internal control.

Such a child is constantly under the close attention of the entire teacher. team. I constantly keep in touch with the family, call parents for conversations, visit families, consider these issues at pedagogical councils, a social teacher, psychologist, etc. work with the teenager. If the situation does not improve, then first the student is deprived of the scholarship, which may then be followed by placement on internal registration of the technical school, and if the student’s affairs are not corrected and worsen - an appeal to the Commission for Minors’ Affairs and Protection of Their Rights with a request to register them. This is the system of administrative punishment used in our educational institution.

Now I would like to answer the questions together with you: “Why does a teenager commit a crime, violate the law and morals of society,” “What is the cause of teenage crime and delinquency.” According to the teenagers themselves, this is, first of all, the influence of the company, an unfavorable family situation, confusion and helplessness in a difficult life situation, character traits, etc.

What do you think, dear parents? (Parents' answers)

The causes of juvenile delinquency can be due to a number of reasons, among which purely psychological ones

and
social
.
Adolescents aged 14 to 16 years are characterized by two main types of criminal motivation: selfish and violent-egoistic.
Selfish

The motives are of an unfinished childish nature. Most offenses are committed out of mischief and curiosity, the desire to have fun, show strength, dexterity and courage, establish oneself in the eyes of peers, and gain their recognition. Sometimes the desire for something unusual, the desire for adventure and thrills play a role. The immaturity of motivation is also indicated by the fact that most of the offenses are of a group nature and are committed in a situational-impulsive form. Motivation at this age usually has objective certainty. Teenagers are mainly interested in youth fashion items: radio equipment, musical instruments, sports equipment, money, weapons.

Violently egoistic

Motivation in adolescents is characterized by high emotionality and situationality.
The main thing in the structure of motivations of this type is the need for self-affirmation
. Self-affirmation through violence is a typical teenage motivation. Often such motivation is combined with cruelty of behavior.

Factors in juvenile delinquency

1. Unsatisfactory conditions for raising children in the family. Every year, the question of deprivation of parental rights is raised in relation to almost 50 thousand citizens. 70% of all childhood injuries are of a family nature. Every year, due to abuse, about 2 thousand children and adolescents commit suicide, about 30 thousand children leave their families; 25-27 thousand children annually become victims of criminal attacks, and almost the same number go missing.

2. Insufficient assistance to parents in raising children from school teachers, specialists from the Ministry of Internal Affairs and the public.

3. Low level of educational work in schools, unpreparedness of teaching staff to carry out effective educational work with difficult children, inadequate stimulation of this activity.

4. The breakdown of families, leading to the fact that every year 500 thousand children are left without one of their parents. This process is aggravated by the increase in early mortality of parents, leading to an increase in orphanhood.

5. Unemployment, impoverishment of families, inability of parents to provide children with adequate food and clothing. A poor family practically loses the ability to protect children from the negative influences of the environment; to a large extent, it itself becomes a criminogenic factor.

6. Children’s evasion from receiving education in primary and secondary schools and early start of work, which in most cases is of a shadow, semi-criminal or criminal nature, is becoming widespread. About 60 thousand children drop out of school every year.

7. Impoverishment of the parental family, unemployment or non-receipt of wages by parents and significant earnings of children in shadow and criminal business exclude a positive attitude towards honest work. In families where young children support their parents, the latter, as a rule, lose authority and are unable to perform any positive pedagogical functions.

8. Children who begin their working life at an early age usually find themselves cut off from spiritual life, physical education, sports, healthy leisure time and a healthy lifestyle in general. After a fairly short period of time, they practically lose the ability for spiritual development.

9. The ideological vacuum after the collapse of the communist regime and the liquidation of pioneer and Komsomol organizations was largely filled with criminal ideology, the cult of violence, individualism, self-interest and cynicism.

10. Social stratification, a significant gap in the material support of children from different social groups.

11. The defects of the state’s social policy and the degradation of the health care system cause an increase in physical and mental illnesses among children, various mental abnormalities that could be corrected at an early age, but due to the lack of medical care they become persistent.

12. The destruction of the network of state organizations providing cultural leisure for teenagers, which was quite developed in Soviet times, commercialization in this area has made senseless spending time on the streets, in hallways, in attics and basements the norm for many teenagers. All this turns out to be fertile ground for the development of drug addiction, alcohol consumption, promiscuity, and rape.

13. Research by many scientists allows us to conclude that one of the reasons influencing the formation of prerequisites for committing crimes in adolescents is the unfair, rude treatment of them by adult family members

. Usually the aggressor in the family is the man, and his victims are those who are weaker.

14. The fact that close people who were previously convicted of certain crimes play a negative role in the personality of a teenager in the family and on his formation in the future, i.e. had a criminal record. An analysis of criminal cases against minors shows that 40% of juvenile offenders come from families in which brothers or sisters have previously been convicted. They often involve minors in criminal activities.

15. The reason is that the modern teenager does not have positive role models, ideals to which he could strive. Due to the fact that he has not formed his own principles of behavior, he adopts them from a “stronger” personality.

What can we, together with you, parents, do to prevent child and teenage crime? Let's try together to create as complete a list of measures and actions as possible (Parents' suggestions are written down on whatman paper in the form of a list)

.

Measures taken to prevent juvenile delinquency

Measures taken to prevent juvenile delinquency can be divided into five groups. Moreover, the first two are aimed at preventing primary crime, and the last three are aimed at preventing recurrent crime.

First group of measures

- used at the stage of early prevention of juvenile crimes, when only a separate threat to a person’s moral health appears. This is an extremely serious stage of preventive work, because, as practice shows, the results of a negative influence on a child in the future are eliminated with great difficulty, and then only under the condition of special pedagogical influence. Early prevention is always associated with identifying dysfunctional families and taking measures to eliminate this disadvantage.

The main thing in the second group of measures

– educational efforts aimed at a teenager, sometimes combined with coercive measures. The latter can be widely used in relation to parents, as well as those who involve teenagers in drinking, committing crimes, etc.

The effective application of these two measures largely determines the success of all work to prevent juvenile delinquency. Moreover, the very existence of the last three stages is the generation of marriage in the activities of the first two stages.

The third group of measures

can be isolated as an independent measure and not be attached to the stage of correction and re-education of already convicted minors for the following reasons:

• bringing a teenager to criminal responsibility does not in all cases mean punishing him with imprisonment;
• educational work should begin from the moment the fact of criminal behavior of a minor is discovered and continue throughout the entire course of the investigation of the criminal case and its consideration in court.

Fourth group of measures

– these are educational and punitive measures for teenagers serving sentences in educational labor colonies, in order to prevent the repetition of crimes on their part.

Fifth group of measures

- these are measures to introduce minors serving sentences in prison to normal life, inclusion in work and educational groups. All these measures to prevent juvenile crimes, depending on the content and nature, are divided into:

• Educational, i.e. aimed at restructuring the moral consciousness of the individual, his views, needs, orientations.
• Forced, i.e. criminal law, administrative, disciplinary, correctional labor. All of them, of course, are regulated by law and are applied mainly by law enforcement agencies. However, public organizations also participate in their implementation.
• Organizational - special measures to improve the identification and recording of dysfunctional families and delinquent teenagers who find themselves in difficult conditions, etc.,
• Various types of assistance to teenagers who find themselves in difficult life situations: getting a job or studying, resolving family conflicts or conflicts in educational or industrial groups.

In conclusion, I would like to note that today we had to raise very serious and relevant issues for modern Russian society related to the education of the younger generation. We hope that the past discussion will help in solving such important problems. And to help you, dear parents, we suggest you take a reminder about the mistakes that are possible in raising children.

Memo.

The main mistakes in the educational activities of parents:

• lack of uniform requirements and a clear line in parenting methods among parents (which is especially common);
• blind, excessive, unreasonable love for a child. Buast: “Do not make an idol out of a child: when he grows up, he will demand sacrifices”

  ;

• unjustified idealization of a child (my very...);
• excessive severity, rudeness, authoritarianism, physical punishment. Pavel Nathorn said: “If you want a child to be afraid of shame and punishment, do not accustom him to them.”

  .
  If punishment is absolutely necessary, the reaction of children must be taken into account: “a belt on the butt is punishment, and a hand on the face is an insult that can only cause a chain reaction in the form of anger.” The wise said: “Do not anger a child: whoever wants to beat as a child will want to kill as an adult”
  ;

• undemandingness in relation to children (connivance). Jan Amos Kamensky: “Whoever grows up without discipline will grow old without virtue

  ”;

• shifting your worries about raising a child to others (kindergarten, school, police...);
• lack of tact in dealing with a child (there is no need to sharpen your wit on a child, to discredit him in your own eyes, and even more so in the eyes of others);
• excessive satisfaction of children's material needs;
• lack of proper, but respectful, control over the child, his leisure time, circle of acquaintances, interests;
• an attempt to create greenhouse conditions for the child;
• quarrels between parents in front of their children (especially scandals and fights).

Parents' meeting "EDUCATION OF A CITIZEN IN THE FAMILY."

The primary task of the family is to teach the child to live among people, to live according to the norms and principles of society, the very ones enshrined in the Constitution. V.A. Sukhomlinsky argued: “The most important wisdom of life that our citizen must comprehend is human relationships.” A child enters into this relationship literally from birth. Consequently, civic education begins from the very first days of his life.

A preschooler's relationships do not go beyond direct connections with family, playmates, neighbors, and kindergarten teachers. The big world around him begins to enter his life from the stories of adults; he is just beginning to learn about it. But his attitude towards people is already being formed.

Today, a child’s communication is limited to his family; as he grows, it will expand more and more. What traditions of relationships with people will a child transfer from family to school, and then to our society as a whole? Will he bring the selfish pretensions of an egoist into public life or will he think, feel and act like a collectivist? This largely depends on the relationships that the child has developed in his very first social environment - the family.

There is only one way to educate a citizen - to include him from birth in relationships that correspond to our system, society, way of life, in relationships of humanity and justice. These relationships presuppose, on the one hand, the respect of everyone around the child, and on the other hand, his respect for everyone around him.

This means that the family must be a genuine team, where everyone is surrounded by love and care, everyone has both rights and responsibilities, where not only adults, but also children participate in the running of the common household, where the needs of both adults and children are reasonably satisfied. A family that has all the characteristics of a collective, said A.S. Makarenko, is “an organization of education and happiness.” It is a joy to live in such a family. There is no despotism of adults and humiliation of children. There are no people in it who voluntarily sacrifice themselves for others. Adults in such a family are senior members of the team, responsible for it to society. In it, everyone is ready to help the other.

In order for a child to grow up as a good person, it is very important for him to be a daily witness and participant in the most friendly, fairest relationships between family members.

He sees how caring his parents are for him, but this does not create a feeling of his own exclusivity: after all, parents are just as attentive to each other. His father demands attention from his mother. And his mother constantly teaches him how to take care of his father, what to do to please him. This is how it is accepted in the family, it is a tradition, an unwritten law. And the child in the family follows this law of caring for everyone and everyone for everyone, without even knowing that this is one of the main laws of social life.

The family is the unit of society, and it, like a drop of water, reflects the relationships in society. A family should be built on the principles of love and mutual understanding, caring for each other. V.A. Sukhomlinsky said: “I immediately see a child whose parents truly love each other: he has peace and tranquility in his soul, faith in goodness, the beauty of man, in the word of the teacher.”

A.S. Makarenko wrote: “If you want to give birth to a citizen and do without parental love, then be so kind as to warn society that you want to do such a nasty thing. People raised without parental love are often crippled people.” A child raised without parental affection develops the feeling that the world around him is cold and inhospitable. At this age, the entire world around him is replaced by his parents for the child; if they are cold, it means the whole world is cold, in which the child appeared to begin life in it. He is afraid of this world, not yet knowing it. He develops a state of fear and aggressiveness towards other people, he turns out to be capable of cruelty, while children raised in conditions of constant friendly contacts with their parents are, as a rule, peaceful and flexible.

At first glance, this sounds like a stretch - that gentle parental touches to a child, a lullaby, a smile - all this is already the beginning of social education. But it is so. The Caucasian peoples have the following proverb: “If a person is bad, it means that his mother did not sing songs to him at the cradle.” There is no mother's affectionate smile, tender gaze, melodious song - and the child's soul remains unawakened.

Research shows: as soon as a child is born, he already feels which hands are touching him - loving or indifferent, and reacts to the lack of parental love so sharply that it takes on the character of mental trauma.

Parents love a child, beautiful and ugly, healthy and sick, obedient and mischievous - they love not for any merits, but simply for the fact that he exists in the world. Father and mother notice every seemingly insignificant success of the child, they rejoice at this success from the bottom of their hearts, and the child has a desire to give them this joy more often and more often experience the feeling of being satisfied with him. The love of loved ones is for him constant evidence of the value of his existence.

We all come from childhood, said Exupery. We all come from our father's house, we all come from our families, we are connected to them, just as a tree is connected to the soil on which it grew. A person’s desire to bring warmth and sincerity into relationships with other people has its source in the warmth of relationships in the parental home - the home of his childhood.

By learning about the world, the child gets to know us. First he gets to know the warmth of our hands, our smile, our kind look. Then he will find out how dexterous, fast, and troublesome we are in our household work. He notes to himself with pleasure that we are friendly and welcoming to people. And when he grows up, he will be interested in how we work, what is most important for us in life.

We want our children's approval. We want our children not to be ashamed of us, we want to be an example for them. The example of parents is always before the child’s eyes, and he is especially susceptible to those character traits that are revealed in direct communication with him. The mother is kind and fair to her children - they learn this kindness and justice from her easily and naturally, because, addressed to them, these qualities become a part of their personal experience. The parental example becomes an example of kindness and justice.

If we have friendly, trusting relationships with our children, they begin to love what we love, hate what we hate, our beliefs become their beliefs.

The example of parents firmly sinks into the soul: their readiness to respond to someone else’s misfortune, their ability to work tirelessly, their friendliness and tact, their perseverance in the fight against difficulties and life’s adversities.

“Son, everything you do must be done honestly, conscientiously,” says the father. “Do it the best you can.” The son knows: these words come from the heart. Because he sees what the father himself is like in business. Father's instruction forever sinks into the soul, because it is supported by the example of his own life.

Everything we have is brought up by the system, the school, and received from our parents. And this spiritual heritage is passed on to the younger generation every day. We pass on everything that constitutes the strength, pride, glory of the people, and that is carefully preserved in family traditions. In the family, in everyday life, in interneighborly communication, it is especially clearly evident how high the level of our culture is. In a family there is no control over a person to the same extent as at work, where he is in full view of dozens, or even hundreds of eyes.

In the family, in everyday life, a person behaves as it has become natural for him to behave; here what has become part of his flesh and blood, has become his second nature, his real essence, is fully manifested. Here a person reveals himself in those qualities that have become organic to him. This is where the true level of our morality and citizenship is tested.

The problem of difficult children and adolescents is always the problem of a difficult family. The fact that a family is dysfunctional is sometimes hidden deep behind its walls, carefully hidden from prying eyes. And it is revealed, revealed in the way children grow up in the family. It is not for nothing that there is a saying: do not praise a person for wisdom and virtue until you see what has come of his children.

What is the parent's view of people - kind, grateful or distrustful, noting only shortcomings? An unkind glance will find something bad even in a very good person, and this bad will obscure all the good from him: after all, you may not be able to see the forest for the trees. And the child assimilates, absorbs into himself this unkind look at people like a slow-acting poison. Such a child learns to look at others through a veil of envy and suspicion. Parents sometimes don’t even think about the fact that at the same time the child develops an idea of ​​himself - the same in its deepest essence: still unconsciously, the child also feels himself as a petty and ignoble being, capable of an unworthy act.

A child needs to grow up in an atmosphere of broad friendly ties between parents and their workmates, neighbors, and their cordiality towards their son’s and daughter’s friends. A home that is open to everyone, like a house, wide open, friendliness, affability, sincere sympathy of parents for the people around them - this is the most fertile soil for the spiritual development of children. The family needs to be a collective that feels part of society.

Especially favorable conditions for education are created in a large family. In it, a child grows up in a team; from childhood he gets used to the idea that he must get used to taking into account not only his own desires, but also the desires of his brothers and sisters. A large family, especially one where several generations live together, is a powerful educational team that directs and controls the child’s behavior. In such families, children look after the younger ones, help the older ones, learn responsibility for their actions, the rules of community life, and the need for work. When children need to care for little sisters and brothers, for old grandparents, these family circumstances seem to themselves to appeal to the child’s kindness, to his philanthropy.

But now, according to census data, the most common type of family is a family of spouses and one child. There are no older brothers who are mentors, no younger ones who need to be looked after. In such conditions, nurturing correct relationships between elders and younger ones becomes more difficult; there is no sense of attachment to children, responsibility for them, or mutual assistance. This leads to the child becoming the object of everyone's attention and excessive care from adults. And often the adored “prodigy”, at the grief of his parents, very quickly turns into a despot.

Statistics show how qualitatively the composition of grandparents has changed. Their cultural and educational level has increased significantly. Involving grandparents in upbringing significantly enriches its possibilities. They are a great help in education not only in the family, but also at school: they take the children on excursions and to the theaters, hold conversations, and organize clubs. They provide assistance in monitoring studies and daily routine. They usually know better than others the relationships between the guys in the yard, and they can give information about this. These people have a lot of life experience and can share it with others.

But helping too much is just as bad as helping too little. It is very important not to miss or extinguish the first attempts at independence and activity. The child’s emerging activity is easily extinguished if adults themselves begin to perform the necessary actions for him. But it fades even when the goal is not achieved without the help of adults. Adult help should be strictly dosed. Excessive guiding pressure only slows down the process of moral and mental development, and deformation occurs in the process of will formation. Then excessively obedient, lacking initiative people grow up, not responsible for anything, not interested in anything... Activity and a sense of responsibility do not arise by themselves: they are only brought up.

Decency is a very capacious and multifaceted concept, but there are categories without which it is unthinkable - honesty, truthfulness, accuracy, and faithfulness to one’s word. It is hardly possible to respect a person if he does not have these character traits. But all of them are not innate, but are given by education, training in moral behavior. Character is based on habits that are developed. You will be lenient with yourself, you will not fight bad habits, deception, forgetfulness, tardiness, irresponsibility will become the norm of your behavior - and you are already an immoral person, a burden for your loved ones and society.

Moral education and citizenship education presuppose the development in a person of an active life position, that is, a conscious combination of public and personal interests, the ability to subordinate the personal to the public, a sense of duty and responsibility, unity of word and deed.

In order to develop high moral principles in a child, it is necessary that parents themselves adhere to these principles. At the same time, it is important not only to create a positive social and moral experience of the family, but also to take into account how it is assimilated by the child himself: what of the circumstances of family life is accepted by him, what is rejected and why. And the latter, in turn, depends on the level of mental and moral development of the little person.

Responses to questionnaires for parents showed that most parents have a fairly clear understanding of the tasks of moral education. Only a very small group of parents could not articulate what character traits they would like to develop in their children. About such parents A.S. Makarenko said: “In some families one can observe complete thoughtlessness in this matter. Parents and children simply live nearby, and the parents hope that everything will work out on its own. Parents have neither a clear goal nor a specific program. Of course, in this case, the results will always be random, and often such parents then wonder why they grew up with bad children. You can’t do anything well if you don’t know what you want to achieve.”

Moral education is effective when the proclamation of high moral principles is backed by real behavior that is adequate to them. Otherwise, the education of morality and citizenship comes down to empty moralizing.

Initiative and socially responsible people have one quality, the value of which is increasing. This is moral and psychological readiness for complex and varied work. A person who is not morally and psychologically ready for change cannot adequately contribute to the progress of production, science and technology. Responsibility, reliability, moral and psychological readiness of an individual are born and strengthened in those situations when it is difficult, when it is necessary to find a way out and complete a task. Creating something new in science and technology, achieving achievements in work is always overcoming the impossible, often overcoming oneself.

The child sees how respected his parents are among everyone around him, and he wants to earn the same respect in the future. He understands that this respect can only be earned by an honest, hard-working, worthy life. It is not so much from the words of the parents as from observing their behavior that the child learns his first concepts about honor, duty, and love for the Motherland.

Parents themselves must live a full, conscious, moral life as a citizen - this is the main secret of upbringing. Makarenko wrote: “You must not only be the father and boss of your children, you must also be the organizer of your own life, because outside of your activities as a citizen, outside of your well-being as an individual, an educator cannot exist.”

And in conclusion, a few rules developed by psychologists for schoolchildren:

1) Treasure your name. Good deeds may not be noticeable because good deeds are the norm. But your bad deed can tarnish your name for a long time.

2) Your name is your honor and dignity. If you don’t value your name, it means you don’t value the name of your family, the name of your parents, the name of your team.

3) Learn to respect your name. And this means that every day you must add to your good reputation such deeds and actions that can decorate your name.

4) Remember: the wealth of the collective is the dignity of individuals who are able to increase the wealth of good relationships and develop forms of communication.

5) Don’t rush to judge your friend, help him learn to value his name.

6) Know how to delve into someone else’s fate. Remember: today a person could commit a crime, but tomorrow and throughout his life he will be capable of noble deeds.

7) Never abandon the outcasts. If you leave a person in trouble, you destroy the best that is in you.

Man's highest calling is to become a citizen. This means the ability to resolve acute contradictions that arise in life. This means being involved in the fate of your people, the Motherland.

Attending class parent-teacher conferences – is it necessary or obligatory?

School and family are responsible for the education and upbringing of children, so they must be in close cooperation. For now, the main way of interaction between family and school remains parent meetings – school-wide and classroom meetings.

Classroom parent meetings are held by the class teacher in accordance with his job responsibilities, usually once every quarter.

For teachers and parents, class parent meetings serve as a place for mutual information about the education and upbringing of schoolchildren, setting common goals, creating a team of like-minded people, teaching parents methods of education, organizing joint events with students, etc.

Why don't parents like going to parent-teacher conferences?

Because many parents consider parent-teacher meetings a waste of time and empty chatter.

Some typical comments from parents about classroom parent meetings on the Internet:

— The methodology for holding class meetings is almost always the same: at the beginning they complain that parents do not attend meetings well, then they hand out sheets with the children’s grades. Unflattering comments follow, and parents take turns huddling at their desks, turning red and pale, or starting to argue with teachers, often in a raised voice.

— In the 12 years my son spent at school, I cannot remember a single meeting with pleasure. Tedious work, constant reprimands for everyone and for everything, rare praise for one or two excellent students.

- When it comes to financial issues, I want only one thing - to give as much money as they say, and to leave the premises as soon as possible.

“I would gladly pay for someone to go there for me and check in.”

— By and large, the teacher doesn’t care who comes: mother, father, grandmother, grandfather, neighbor or Uncle Vitya. The main thing is that he shows up, receives information, votes and donates money when and how much is needed.

— The parent meeting is a very long, drawn-out video that they force us to watch.

“We had a class teacher who constantly made us depressed and treated the children’s parents like guilty schoolchildren.

Unfortunately, positive comments are much less common.

In Moscow, they proposed solving the issue of attending school-wide meetings via the Internet. Parents of each student can get answers to general questions related to education at online meetings. All questions are discussed online. Such meetings are usually held once every two weeks. In this case, parents of schoolchildren do not need to attend meetings. For now this is being carried out as part of an experiment.

Are parents required to attend meetings?

Sometimes class teachers require the mandatory presence of parents at meetings. Those who do not show up are asked to write an explanatory note or are called for a conversation with the school director. Is this legal?

According to the Federal Law “On Education in the Russian Federation” (Article 44), parents have the right:

• get acquainted with the content of education, the methods of teaching and upbringing used, educational technologies, as well as assessments of the child’s progress;
• receive information about all types of planned examinations of the student and give consent to conduct such examinations;
• take part in the management of the organization.

Parent meetings, open days, open lessons for parents are a form of exercising the rights of parents to participate in the management of an educational institution and receive information about the educational process.

However, the Law does not regulate attendance at parent-teacher meetings as the responsibility of parents. Therefore, the law does not provide for administrative liability for parents not attending parent-teacher meetings at school. Moreover, schools are not an organization that can fine participants in the educational process for certain actions. Also, the school does not have the right to oblige parents to write explanatory notes.

If parents are unable to attend meetings, they can obtain the information they need by attending individual consultations. Each teacher has scheduled hours during his working hours for individual conversations with parents. During such individual meetings, issues that directly relate to the child’s school life, learning and behavior are discussed.

At the same time, parents must participate in the process of raising and educating their children. Therefore, if parents do not systematically attend parent-teacher meetings and are not interested in their child’s school life, then this situation should alert the teacher and the school.

It often happens that parents, due to being busy at work, cannot attend the meeting in person, and the children’s grandparents come to the meeting instead. Is this legal?

If parents warn the class teacher that a grandparent will come to the meeting instead of them, then this is quite possible. There are no legal grounds to deny them presence at the parent-teacher meeting. However, the official representatives of the child are the parents, and only they have the right to resolve certain issues that arise during the discussion with the parents and the teacher.

What to do?

Today the situation has changed significantly: most parents have access to the Internet, each school has its own website, which contains all the information necessary for parents, students have electronic diaries, using which parents can track the successes and failures in their children’s education, receive advice from teachers, receive certain information about the student via SMS messages, etc. Thus, parents can obtain a significant amount of necessary information via the Internet.

From the parents' point of view:

• the parent meeting should be as informative as possible, and the information should be equally important for all parents;
• the mistakes and misdeeds of children should not be discussed publicly, as well as their appearance;
• resolving financial issues should not be the main topic of discussion;
• it is advisable for the topics of upcoming parent-teacher meetings to be discussed and agreed upon with parents in advance;
• parents attend meetings with interest where a school psychologist is present and answers questions;
• The presence of subject teachers at class meetings is not advisable, because this often leads to conflict situations and meaningless squabbles, because among parents there will always be at least one dissatisfied with the quality of teaching.

Therefore, today's parents' meeting should be non-traditional. This means that at parent meetings, methods and techniques should be used that activate the attention of parents, make it easier to remember the essence of conversations, and create a special mood for a friendly, frank, business-like conversation.

Non-traditional methods of holding parent-teacher meetings increase parents’ interest in issues of raising children, significantly improve turnout, and motivate parents to solve parenting problems.

Dear parents! Help the school make your parent-teacher conference interesting!

PS Scenarios for parent meetings in a non-traditional form, as well as methods for conducting them, can be found on the Internet.

In preparation we used:

https://www.shkola-dlya-vseh.ru/shkola/roditeli/199-roditelskie-sobraniya.html

https://www.cior.ru/content/main/rodit-sobranie/

https://edusev.ru/consultation/ombudsmen/dolzhny_li_roditeli_posewat_roditelskie_sobraniya_v_shkole/

https://shkola-i-my.ru/%E2%80%9C/roditelskie-sobraniya/roditelskie-sobraniya-chto-na-nikh-dolzhno-mozhet-i-ne-dolzhno-byt/%E2%80% 9D

https://letidor.ru/article/roditelskoe_sobranie_klub_po_i_86963/

https://ngs24.ru/news/more/2233543/

https://old.prosv.ru/metod/dgur/5.html

Parents' meeting "Child's rights - parents' responsibilities" - presentation

Parents' meeting "Child's rights - parents' responsibilities"

Family is the most important factor influencing the formation of personality. Raising children is a big responsibility.mp4 Raising children is a big responsibility.mp4

What are the rights of a child? Children about rights.avi Children about rights.avi

What are the responsibilities of minors under the law? Every minor is required to receive basic general education. This obligation remains in force until he reaches 15 years of age (Article 19 of the Law of the Russian Federation “On Education”) Persons under the age of majority cannot acquire, store, collect and carry weapons, including self-defense weapons (smooth-bore firearms, gas pistols, aerosols, electroshock devices, etc.); a complete ban on the manufacture, storage and carrying of brass knuckles, boomerangs, and edged weapons with an ejectable blade (Articles 3,6,13 of the Law of the Russian Federation “On Weapons”)

The responsibilities of students in the educational process are determined by the Charter and other local acts of educational institutions. They are obliged to take care of school property. If a student causes damage to school property, then this damage is subject to compensation in compliance with the following rules: - damage is subject to compensation in full (clause 1 of the Civil Code of the Russian Federation) - parents are responsible for damage caused to minors under 14 years of age (clause 1 . Article of the Civil Code of the Russian Federation) - harm is not subject to compensation if the child proves that it was caused through his fault. (Clause 2 of Article of the Civil Code of the Russian Federation) They are obliged to respect the honor and dignity of other participants in the educational process.

Responsibilities of parents. Ensure and protect the rights and interests of their children, not cause harm to the physical and mental health of children, their moral development; Raise children, excluding neglectful, cruel, rude, degrading treatment, insult or exploitation Ensure that children under 15 years of age receive basic general education Comply with the charter of the educational institution

Responsibilities of parents Not to allow improper interference in the work of teachers on issues that, by their nature, fall within the scope of the professional duties of the teacher To provide, within the limits of their abilities, the living conditions necessary for the normal development of the child To support their minor children

parents bear administrative, criminal or other liability. Parents are held accountable for their guilty inaction only if the failure to fulfill or evasion of the duties of raising and educating children was malicious. Malicious failure to fulfill duties may be indicated, in particular, by repeated violations, that is, the presence of previously sent warnings to parents by internal affairs bodies, the school administration about the child’s unsatisfactory behavior or poor academic performance, etc.

Administrative responsibility of parents Consumption of narcotic substances by minors without a doctor's prescription The appearance of children in public places while drunk, as well as for their drinking of alcoholic beverages or in connection with the commission of other offenses Bringing a minor to a state of intoxication Petty hooliganism or hooliganism committed by adolescents aged 14 to 16 years old In case of malicious failure of parents to fulfill their duties in raising and educating children. Committing traffic violations by minors under 16 years of age

Establishing a dialogue with the child is the main task of parents. MOM - Turn the music down immediately! It's already midnight, you'll wake up the whole house! SON - And I have the right to rest and leisure! I'm used to relaxing with loud music!

Establishing a dialogue with the child is the main task of parents. TEACHER - Olya, you are on duty today, please wipe the board and water the flowers. OLYA - You have no right to force me to be on duty! The Child Convention prohibits violence against children!

Establishing a dialogue with the child is the main task of parents. TEACHER - Petrov, why do you allow yourself to get up from your seat and change seats? PETROV - So what? I have the right to freedom of movement!

Establishing a dialogue with the child is the main task of parents. MOM - Son, why didn’t you take out the trash can and go get some bread? SON - Because the United Nations prohibits the use of child labor!

Use the following rules in the life of your family! Use the following rules in the life of your family! 1. If a child tells you about his troubles, do not grab your heart, scream, cry and blame him. Otherwise, next time your child will think carefully before telling the truth. After all, he does not need unnecessary problems, and he does not want to become the cause of your suffering. 2. Accept the child for who he is, because he does not need criticism, but, above all, understanding and sympathy.

Use the following rules in the life of your family! 3. Listen to your child. If a person knows how to listen, then it is clear that he is interested, he tries to understand what is being said to him, he tries to find out about the feelings and views of his child, without entering into an argument with him. 4. Know how to put yourself in your child’s shoes. It often seems to a teenager that the problems he has to face have never been dealt with before, so take his problems seriously.

Use the following rules in the life of your family! 5.Tell your child about yourself. It is often difficult for children to imagine that you were young too. Don’t be afraid to tell your child about your youth, about the mistakes you yourself made. At the same time, remember: such a conversation is not a reason for instructive stories (“when I was your age...”, “if we lived the way you do now...”, etc.); do not draw conclusions or instructions from the story; (“study…”, “while we are alive, achieve success”, etc.); the story must be “on point” so as not to get stuck in space without finding understanding.

Use the following rules in the life of your family! 6. Try to discover your child’s true problem and, without ruining his own solution, try to help overcome the difficult situation on your own. 7. Try not to be discouraged when faced with a problem. Looking at how you solve your problems. Your child will learn not to panic in difficult situations.

Use the following rules in the life of your family! Learn to rejoice in your own and other people’s victories and teach this to your child. Try to tell the truth to your children. If a child often catches you lying, why on earth would he tell you the truth?

Use the following rules in the life of your family! Do not make excessive demands on your child. There are no ideal children. Otherwise, he will only tell what his parents want to hear.

Parent meeting on the topic “Improving the legal culture of parents”

Class parent meeting

on the topic: “Improving the legal culture of parents”

Tasks:

Introduce parents to the main legal documents.

To help parents develop responsibility for raising children and the ability to act adequately and effectively in a difficult problem situation.

Progress of the meeting:

The purpose of our meeting is to improve the legal culture of parents on issues of social support for families and responsibility for raising their children.

1. The regulatory framework for the prevention of delinquency among minors includes the following legislative acts:

Constitution of the Russian Federation;

Federal Law of June 24, 1999 No. 120-FZ “On the fundamentals of the system for the prevention of neglect and juvenile delinquency”

Federal Law of the Russian Federation “On Basic Guarantees of the Rights of the Child in the Russian Federation”;

Code of the Russian Federation on Administrative Legal Violations

Civil Code of the Russian Federation No. 51-FZ (part 1); No. 14-FZ (part 2);

Family Code of the Russian Federation No. 223-FZ dated 15.29.1995

Federal Law of the Russian Federation “On Education” N 273-FZ of December 29, 2012

International document “Convention on the Rights of the Child” dated January 26, 1990.

Fundamentals of the legislation of the Russian Federation on health protection No. 55487-1 of July 22, 1993.

The Constitution of the Russian Federation establishes that caring for children and raising them is an equal right and responsibility of parents (Part 2 of Article 38). Parents and persons replacing them bear responsibilities for raising children until the child reaches adulthood. In accordance with Art. 63 of the Family Code of the Russian Federation, parents have the right and obligation to raise their children. Parents are responsible for the upbringing and development of their children. They are obliged to take care of their health, physical, mental, spiritual and moral development; ensure that they receive basic general education, as well as protect the rights and interests of their children. All these responsibilities are enshrined in Articles 64 and 65 of the Family Code of the Russian Federation. Responsibility for the upbringing and development of children is common and obligatory for both parents, wherever they are. Temporary transfer by parents of their children to relatives, strangers, or to one of the child care institutions does not relieve parents of responsibility for the upbringing and development of children. The current legislation of the Russian Federation provides for various types of liability for failure to fulfill or improper performance of one’s duties in raising children: criminal liability (Article 156 of the Criminal Code of the Russian Federation); administrative and legal liability (Article 5.35 of the Code of Administrative Offenses of the Russian Federation); civil liability; responsibility provided for by family law. The obligation of parents and other legal representatives of children to support minors means that they must provide for the child’s needs for food, clothing, leisure items, rest, treatment, etc. The sanction of Article 5.35 of the Code of Administrative Offenses of the Russian Federation provides for administrative punishment in the form of a warning or the imposition of an administrative fine in the amount of one hundred to five hundred rubles for failure to fulfill or improper fulfillment by parents or other legal representatives of minors of duties for the maintenance, upbringing, education, protection of the rights and interests of children . Materials regarding persons who do not fulfill or improperly fulfill their responsibilities for the maintenance, upbringing, training, protection of the rights and interests of children are considered at meetings of the Commission on Minors’ Affairs and the Protection of Their Rights.