The role of the family in the development of children's attention. The role of the father in raising his daughter

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The role of the family in the development of the child.

Recently, many articles have appeared in periodicals and on the Internet about what child development in the family is. The main conclusion that comes to mind after studying all this information is that in a good family there will be good child, and in a bad family - bad. Moreover, there is no specific definition of a “good” and “bad” family.

So what is family?

Wikipedia gives the following definition: “A family is a social group that has a historically defined organization, the members of which are connected by marriage or kinship relationships (as well as relationships in raising children), a common life, mutual moral responsibility and social necessity, which is determined by the need of society for physical and spiritual reproduction of the population."

The role of the family in the development of a child is a very important factor.

Remember your childhood, what remains in your memory... What was the atmosphere in your parents’ house, or maybe some pleasant event that was remembered for its uniqueness, or maybe the fear that you experienced in connection with some an incident incomprehensible to you... It is the psychological atmosphere in the house that largely determines the role of the family in the development of the child, greatly influences the development of the little person as an individual, it is the family microclimate that leaves a deep imprint on the subsequent development of the child.

Family weather.

How often do we, parents, think about what affects the family climate? The atmosphere in the family is determined by the relationships of all family members living together. And at the same time, it is simply necessary to pay attention to the degree of parental emotional involvement in the experiences of children, the authority of parents and the degree of their control over children. If the attitude towards a child is emotionally neutral, cold, then this will have the most unfavorable effect on the child. Such methods of education weaken, impoverish and simply inhibit the development of the child. Any baby needs emotional warmth, but it should not be excessive. Otherwise, the child may become so attached to his parents that as an adult he will not be able to start living independently.

Child or family problems?

But in any family difficulties arise. Surely each of you has encountered certain so-called crisis moments in life. Psychologists say that sometimes the difficulties that may accompany the development of a child in a family may be a reflection of problems that have arisen within the family itself. This may be a sign of a breakdown in normal relationships for that particular family. In this case, help is needed not only for the child, but also for his entire family.

How does the child perceive his family?

Preschool or younger child school age cannot imagine another family than the one in which he lives. In other words, the child himself cannot have a bad or good family; he lives in a world familiar to himself. You,You have probably met families where they do not pay attention to the child, or, on the contrary, they force him to study from morning to evening, or the child may suffer from physical punishment. Whatever the intrafamily relationships, the family is not something traumatic for the child and his perception. A child in such a family does not understand that his family has a negative impact on his development and perceives such relationships as the norm. But this does not make the role of the family in the development of a child any less global. Parenting with such methods leads to distortions and problems in the development of the child.

Parents' ratings.

Particular attention should be paid to how parents evaluate their child. Most often, the assessment of the child occurs by itself, the parent simply gives his child a characteristic, both positive (neat, smart, obedient) and negative (restless, cunning, slow). And even such a “little thing” as a casually dropped word can interfere with the harmonious development of a child. If you constantly give your child grades, this leads to a certain vision of himself, which can provoke certain actions (for example, since you say that I am bad, then I will be like that). The child can get used to the assessments of others; he will not need to think about his internal state, become aware of his emotions, thoughts, and desires. As a result, a person may grow up who does not have his own point of view and depends on the opinions of other people.

Child development in an incomplete family.

Both parents influence a child's development. What is the development of a boy or girl in a single-parent family? Numerous studies on this topic basically boil down to the fact that the life of a child in a single-parent family differs from the life of children in two-parent families, which significantly affects the characteristics of the child’s personal development. Single-parent families often face not only financial problems, but also the fact that one parent cannot fulfill two roles - mother and father - at the same time.

Single-parent families arise in different ways. The number of women giving birth to a child “without a husband” is increasing, and many marriages end in divorce. In the modern world, raising a child by one parent has become commonplace. Most often, an incomplete family negatively affects the development of the child and the formation of his personality.

Statistics

There is an opinion that children who grew up without a father often have an increased level of anxiety, a decreased level of aspirations; in such children, neurotic symptoms are more common; boys can have difficulty communicating with peers, become pugnacious and rude. The child may begin to rebel against dependence on the mother, but may grow up lethargic and passive. Children from single-parent families are also more likely to experience impaired self-esteem.

And at the same time, it cannot be said unequivocally that the family must be preserved “for the sake of the child.” For the harmonious development of a child’s personality, a friendly atmosphere in the home is more important than the presence of both parents who constantly quarrel.

The influence of the family on a child's development is undeniable. The family has a huge impact on who your baby will grow up to be and what his place in society will be.

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

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

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3. Bodalev A.A. Psychological recommendations and methods of developmental and correctional work with preschoolers / A.A. Bodalev. - M.: NPO "MODEK", 2006. 4. Vishnevskaya V.I. On organizing the education of children with disabilities mental development/ IN AND. Vishnevskaya. - St. Petersburg: "ALFA", 2001. - 304 p.
5. Golovey L.A. Workshop on developmental psychology / L.A. Golovey, E.F. Rybalko. - St. Petersburg: Rech, 2005.
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8. Dubrovina I.V. Age-related features of the mental development of children / I.V. Dubrovina, M.I. Lisina. - M.: Astrel AST, 2005.
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13. Kreslavsky, E.S. We and our children / E.S. Kreslavsky. - M.: Medicine, 2011.
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15. Kunitsyna V.N. Teachers, parents and children / V.N. Kunitsyna, N.V. Kazarinova, V.M. Polish. - St. Petersburg: "ALFA" 2001. - 544 p.
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Discipline: Psychology
Kind of work: Course work
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Ministry of Education and Science of the Republic of Kazakhstan
Karaganda College current education Bolashak

COURSE WORK

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

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

Registration number_______
Grade_________________
Signature________________

Karaganda, 2016
Content

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

Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The emergence of emotional connections with other people is important. These attachment relationships, which arise during the first two to three years of life, are particularly selective; some of them become more important for the child than others. These early attachments of the infant are likely to form the basis of his future relationships with people, and a child who fails to establish secure connections with adults in early childhood is likely to have significant difficulties communicating with others later in life. Generally speaking, emotional relationships connect the baby with those people who communicate with him most often, so usually these people are family members, primarily parents.

The characteristics of the child’s interactions with his loved ones, the degree of their responsiveness to the signals received from the child and the completeness of satisfaction of his needs largely determine the nature of the relationships with people that are formed in these first years of life. Of course, one should not think that the role of emotional connections and attachment relationships is important only in the early stages of child development. On the contrary, family relationships continue to exert their influence throughout childhood and into later life. The form and, to some extent, the function of these relationships changes, but their significance remains constantly high.

Attachment relationships are important not only for the future development of relationships - their direct influence helps to reduce the feeling of anxiety that arises in a child in new or stressful situations. In this way, the family provides a basic sense of security, guaranteeing the child’s safety when interacting with the outside world, mastering new ways of exploring and responding to it. In addition, loved ones are a source of comfort for the child in moments of despair and worry.

These family functions are easily observed in a number of different situations. For example, we see a rather characteristic picture when we watch a mother and child walking in the park. The child recently started walking. The mother sits on the bench and lets him out stroller. At first, the baby stays close to the mother, then gradually begins to move further and further from the bench.

Every time he returns, he seems to want to make sure that his mother is still where he left her. Having made sure that she has not disappeared anywhere, he again moves away from the bench to explore more and more distant parts of the park. The presence of the mother gives the child a feeling of security.

However, as soon as someone appears (for example, a stranger or a dog) who causes anxiety in the child, he immediately returns back to where he feels safe. Paradoxically, the strength and security of the bond between mother and child is likely reflected both in the child's desire to move away from the mother in a calm environment, and in the rapid return when a sense of danger is felt. In such a situation, a child who is not confident in his safety will cling to his mother and will not engage in activities. research activities. A child who is too independent (which, fortunately, is a rare occurrence) will leave and will not come back for maternal support.

Observations of animals show that the use of attachment relationships as a guarantee of security for exploration of the external environment and a source of comfort is not unique to humans. Behaviors similar to those described above can be observed in both baby monkeys and chicks.

Another example that Parental presence reduces anxiety, are situations when children end up in a hospital or when they find themselves in an incomprehensible and frightening environment. Studies have shown that in the presence of parents, children are significantly less worried and upset. However, it is important to note that the same positive effect is observed in cases where a sibling or friend is nearby instead of a parent. The presence of a loved one probably plays a decisive role.

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  Role families V development baby. Childish-parental relationship on different stages ontogeny...


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  Role families V development baby. Childish-parental relationship on different stages ontogeny. It is with close adults (mom, dad, grandmother and others) child occurs on the first stages... more details".


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  Role families V development baby. Childish-parental relationship on different stages ontogeny. It is with close adults (mom, dad, grandmother and others) child occurs on the first


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  Role families V development baby. Childish-parental relationship on different stages ontogeny. It is with close adults (mom, dad, grandmother and others) child occurs on the first stages.


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  Role development on different stages ontogeny.
  Consequences of deprivation: The main “symptom” here will be a sharp slowdown on all sides development baby.


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  Role communication with adults and peers in the mental development on different stages ontogeny.
  Child confidently reaches out with his hands to toys and can hold them, feels and strokes them various items.


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  Described various options parental positions, settings, parental(usually maternal) relationship.
  Considering interdependence relations V family, they are described through those roles, which performs child.


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  Parental attitude To to kid: structure, types and functions.
  Role is a set of behavioral patterns attitude To to kid V family, a combination of feelings, expectations, actions, assessments addressed to kid adults.


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  Development modern families largely due to the increase roles and the importance of personal potential in family relationships.
  A fall parental power over children- this is the main feature that characterizes the history of the relationship between parents and children.


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  Role families V development, education and socialization of the individual.
  For teenagers, all this can result in a rebellion against parental"violence": they
  Cinderella-type upbringing is an environment of emotional abandonment baby, indifferent, relationship to him.

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