Raising children - it decides their fate and destiny, so parents have no right to make mistakes

For as long as society has existed, adults have been racking their brains for so many years about what the proper upbringing of children should be like. Each individual era and civilization has its own view of this problem. In Ancient Persia, for example, a child who was already 7 years old and who dared to disobey three times was executed. In Sparta, both boys and girls wore rod marks with pride. In Sweden, children as young as 5 years old are fully informed about the differences and relationships between the sexes.

Therefore, for many millennia, the great minds of pedagogy and psychology tried to formulate a concept of education that would be uniform for all times and peoples. To date, this task remains unfulfilled. So what should parents do, what ideas and principles should they follow?

Definitions

Pedagogy and psychology of child upbringing are represented by the most numerous systems and schools. And each of them formulates its own definition of this process, depending on what ideas they put into it.

The definition most often used is that of the Russian-Soviet scientist and physiologist Ivan Petrovich Pavlov. It corresponds to the historical and philosophical approach in pedagogy and psychology and is politically neutral compared to many others. In his opinion, raising a child is the purposeful and time-extended formation of socially necessary relationships to a whole range of formations and substances of the surrounding world: nature, country, people and oneself.

There is no politicization in the term of the world famous educator, teacher and writer Anton Semyonovich Makarenko. His definition of education is one of the simplest. In his opinion, this is the creation of sustainable habits of behavior. Moreover, the scientist-practitioner paid special attention to the fact that learning is a completely different, separate process, the essence of which is different.

Soviet psychologist L. S. Vygotsky, on the contrary, believed that in many situations teaching and upbringing are not only closely intertwined, but also replace each other.

For Western psychological and pedagogical concepts, growing up is not progress, but regression, because the child joins the vicious world of drugs, violence, social inequality and evil. An adult is initially perceived as a sinner who does not have the right to raise pure and innocent little “angels”. He can only teach. This, in fact, is what teachers do in numerous clubs, sections, studios and, of course, schools.

There are so many concepts and so many points of view on what proper upbringing is. This concept has changed over thousands of years and largely depends on society, culture, country, and politics. And yet, psychologists and teachers highlight some common points.

MODERN PEDAGOGICAL TECHNOLOGIES IN TEACHING AND UPBRINGING CHILDREN IN PRECARE INDUSTRIES

MODERN PEDAGOGICAL TECHNOLOGIES IN TEACHING AND UPBRINGING CHILDREN IN PRECARE INDUSTRIES

Modern pedagogical technologies in preschool education are aimed at implementing state standards for preschool education. Therefore, the main task of preschool teachers is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personal development.

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!” Its goal is to promote the development of the child as an individual. What does the term “technology” mean?

Technology is a set of techniques used in any business, skill, or art (explanatory dictionary).

Here are some of the interpretations of pedagogical technology:

Pedagogical technology is a set of psychological and pedagogical attitudes, forms, methods, methods, teaching techniques, educational means; it is the toolkit of the pedagogical process (B.T. Likhachev)

Pedagogical technology is a systemic set and order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Clarin)

Analysis of various definitions and descriptions of the essence of pedagogical technology allows us to take the following definition as the main one:

Pedagogical technology is an integral scientifically based project of a certain pedagogical system from its theoretical concept to implementation in educational practice, reflecting their goals, content, forms, methods, means, results and conditions of the organization.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

• health-saving technologies;
• technology of project activities
• research technology
• information and communication technologies;
• preschooler and teacher portfolio technology
• TRIZ technology
• technology of subject development environment

Health-saving technologies

Purpose

health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills and habits for a healthy lifestyle.

In modern conditions, human development is impossible without building a system for the formation of his health. The choice of health-saving pedagogical technologies depends on:

• depending on the type of preschool institution,
• on the length of time the children stay there,
• from the program in which teachers work,
• specific conditions of the preschool educational institution,
• professional competence of the teacher,
• children's health indicators.

All health-saving technologies can be divided into 4 groups:

• Technologies for preserving and promoting health.
• Technologies for teaching a healthy lifestyle.
• Corrective technologies

A teacher who guards the child’s health, who fosters a culture of health for the child and parents, must first of all be healthy himself, have valeological knowledge, not overworked, must be able to objectively assess his strengths and weaknesses associated with his professional activities, draw up a plan for the necessary self-correction and begin to its implementation.

Technologies of project activities

Target:

Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.

Teachers who actively use project technology in the upbringing and teaching of preschoolers unanimously note that life activities organized according to it in kindergarten allow them to get to know the students better and penetrate into the child’s inner world.

Classification of educational projects:

• "game"
• "excursion"
• "narrative"
• "constructive"

Research technology

The goal of research activities in kindergarten is to form in preschoolers the basic key competencies and the ability for a research type of thinking.

Contents of educational and research activities

1. Experiments (experimentation)

1. Collecting (classification work)

Information and communication technologies

The world in which a modern child develops is fundamentally different from the world in which his parents grew up. This places qualitatively new demands on preschool education as the first link of lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet).

Requirements for computer programs of preschool educational institutions:

• Research character
• Easy for children to practice independently
• Developing a wide range of skills and understandings
• Age appropriate
• Entertaining.

Computer advantages:

• presenting information on a computer screen in a playful manner;
• carries a figurative type of information that is understandable to preschoolers;
• movements, sound, animation attract the child’s attention for a long time;
• has a stimulus for children's cognitive activity;
• provides the opportunity to individualize training;
• in the process of working at the computer, the preschooler gains self-confidence;
• allows you to simulate life situations that cannot be seen in everyday life.

Preschooler portfolio technology

A portfolio is a collection of a child’s personal achievements in various activities, his successes, positive emotions, an opportunity to once again relive the pleasant moments of his life, this is a unique route for the child’s development.

The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options. The content of the sections is filled out gradually, in accordance with the capabilities and achievements of the preschooler. (I. Rudenko)

Technology "Teacher's Portfolio"

Modern education needs a new type of teacher:

• creative thinkers
• proficient in modern educational technologies,
• methods of psychological and pedagogical diagnostics,
• ways of independently constructing the pedagogical process in the conditions of specific practical activities,
• the ability to predict your final result.

A portfolio allows you to take into account the results achieved by a teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of a teacher.

TRIZ technology

Technology for solving inventive problems. The main goal that TRIZ teachers set for themselves is: - the formation of creative thinking in children, that is, the education of a creative personality prepared to consistently solve non-standard problems in various fields of activity. The TRIZ methodology can be called a school of creative personality, since its motto is creativity in everything: in posing a question, in methods of solving it, in presenting material.

Technologies for creating a subject-development environment

The environment in which a child is located largely determines the pace and nature of his development and is therefore considered by many teachers and psychologists as a factor in personal development. The environment must perform educational, developmental, nurturing, stimulating, organizational, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative.

Conclusion:

The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school.

Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state. Everything is in our hands, so they can not be omitted.

Every year, the science of education introduces increasingly higher requirements for the training and education of the younger generation. One of the main pedagogical tasks is the development and practical application of modern educational technologies that facilitate the learning and upbringing of children.

Therefore, the main task of teachers is to increase the effectiveness of teaching students in accordance with the requirements of the Federal State Educational Standard for Educational Education, to select such means, methods and forms of organizing work with children that optimally correspond to the goal of personal development. Modern pedagogical technologies in preschool education are aimed at improving the quality of children’s education, as well as at implementing state standards for preschool education.

1.1. Relevance.

I believe that the use of modern educational technologies in the educational process is relevant, effective and modern. Because children have the opportunity to explore and analyze acquired knowledge, as well as develop creative abilities and communication skills. I think that every teacher should use modern educational technologies in raising children. After all, it is in preschool age that the “foundation”

, which in the future guarantees the successful education of our children.

1.2. Objectives of using educational technologies:

• increase your level of self-education by mastering modern teaching technologies;

• apply the acquired knowledge in practice;

• determine the effectiveness of modern pedagogical technologies;

• improve the quality of education for students.

Chapter 2. Main part.

2.1. What is " technology "

?
Many scientists and teachers studied this concept, such as V. M. Shepel, B. T. Likhachev, V. P. Bespalko, I. P. Volkov, Yu. K. Babansky, N. R. Talyzina, V. F. Shatalov, S. N. Lysenkova. All of them took as a basis the origin of the word “ technology ”
from the Greek
“techne”
- art, skill, skills and
“logy”
- science.

Technology is the science of craftsmanship.

Pedagogical technology is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of a predicted result in the changing conditions of the educational process (V. A. Slastenin)

.

2.2. Basic requirements (criteria)

pedagogical technology:

• Conceptuality

• Consistency

• Controllability

• Efficiency

• Reproducibility.

2.3. The essence of pedagogical technology is that it expresses step-by-step stages. Pedagogical technology includes a set of specific professional actions at each stage, allowing the teacher, even in the process of creation, to foresee the intermediate and final results of his own teaching activities. Pedagogical technologies are widely used both in working with children and their parents, and in the teaching staff.

2.4. The structure of pedagogical technology consists of three parts:

Therefore, each technology must meet all of the above requirements.

The interaction of teachers, children and their parents in preschool educational institutions is carried out on the basis of modern educational technologies.

Modern requirements imposed by the state on the quality of educational work in kindergarten imply that the teacher must be a creative person who has a good command of the necessary educational technologies and uses them in working with preschoolers.

2.5. Types of educational technologies.

As a teacher who keeps up with the times, I use modern educational technologies in my work.

2.6. Health-saving technology.

Goal: to create conditions for students to develop an idea of ​​a healthy lifestyle, the ability to provide first aid to themselves and others, as well as the formation and development of knowledge, skills and abilities necessary to maintain their own health.

Health-saving pedagogical technologies include all aspects of the teacher’s influence on the child’s health at different levels - informational, psychological, bioenergetic.

In modern conditions, human development is impossible without building a system for the formation of his health.

2.7. Technologies of project activities.

Goal: development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.

Teachers who actively use project technology in the upbringing and teaching of preschoolers unanimously note that life activities organized according to it in kindergarten allow them to get to know the students better and penetrate into the child’s inner world.

Nowadays in the pedagogical environment and in particular in preschool, a lot of attention is paid to design - pedagogical and children's.

Project activities in the educational process are in the nature of cooperation, in which children and preschool teachers take part, and parents and other family members are also involved. Parents can not only be sources of information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process, enrich their teaching experience, and experience a sense of satisfaction from their successes and the successes of their child.

It is project activity that allows not only to support children's initiative, but also to formalize it in the form of a culturally significant product.

2.8. Technology of research activities.

Goal: systematization of teachers’ knowledge on the development of children’s cognitive and research activities, improvement of pedagogical skills.

Research activity is considered in the educational process as a special type of intellectual and creative activity, generated as a result of the functioning of the mechanisms of search activity and built on the basis of research behavior.

Methods and techniques for organizing experimental research activities:

heuristic conversations;

raising and solving problematic issues;

observations;

modeling (creating models about changes in inanimate nature)

;

experiments;

recording the results: observations, experiences, experiments, work activities;

"immersion"

into the colors, sounds, smells and images of nature;

imitation of voices and sounds of nature;

use of artistic words;

didactic games, educational games and creative development

situations;

work assignments, actions.

2.9. Information and communication technologies.

The world in which a modern child develops is significantly different from the world in which his parents grew up. This places qualitatively new demands on preschool education as the first link of lifelong education: education using modern information technologies (tablet, computer, interactive whiteboard, etc.)

.

Modern society poses the following tasks to teachers:

to keep up with the times,

become a guide for a child to the world of new technologies,

mentor in choosing computer programs,

to form the basis of the information culture of his personality,

improve the professional level of teachers and the competence of parents.

Solving these problems is not possible without the use of modern information and communication technologies.

2.10. Gaming technology

Gaming technology is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. Gaming technology includes sequentially:

games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them;

groups of games to generalize objects according to certain characteristics;

groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;

groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

Compiling gaming technologies from individual games and elements is the concern of every educator. Properly selected and well-alternated games and exercises give preschoolers a lot of joyful emotions and develop their dexterity, endurance, coordination of movements, and also help expand children’s motor experience, improve spatial orientation and the ability to act together. Games are selected according to the age of the child, place and time of their implementation.

Learning in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach, it is necessary that educational technologies developed for teaching preschoolers contain a clearly defined and step-by-step system of game tasks and various games so that, using this system, the teacher can be confident that as a result he will receive a guaranteed level of learning a child of one or another subject content. Of course, this level of achievement of the child must be diagnosed, and the technology used by the teacher must provide this diagnosis with appropriate materials.

In activities with the help of gaming technologies, children develop mental processes.

Gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks. Some modern educational programs propose using folk games as a means of pedagogical correction of children's behavior.

Thus, modern pedagogical technologies in combination with modern information technologies can significantly increase the efficiency of the educational process and solve the problems facing an educational organization in educating and training a comprehensively developed creative personality.

Chapter 3. The use of modern educational technologies in working with older children – preparatory group of MBDOO No. 9 “Thumbelina”

In my practice, working with children older than the preparatory group, I use the following modern educational technologies:

3.1. I use health-saving technology in everyday activities, during the working day, in order to preserve and strengthen the health of children. Having set myself the main educational task when interacting with the parents of my students - to develop in children a reasonable attitude towards their body, instill the necessary cultural and hygienic skills, and teach them to lead a healthy lifestyle from childhood. I definitely use musical accompaniment.

Thanks to the health-saving direction in my work, the children develop a meaningful attitude towards health as an important life value.

Forms and methods of health-saving technologies include:

— relaxation (exercises to relieve nervous tension in children)

;

General relaxation “Eyes close…”

— health-improving gymnastics and open-air sports equipment for physical development;

- physical education minutes, dynamic pauses; ( "How We Live"

,
“Once we rose”
,
“Leaves”
,
“The wind blows in our faces”,
etc.).

-exercises for eyes, breathing, fingers, etc. ( “Spider”

,
“Gymnastics for the eyes”
,
“Hedgehog”
,
“Blow out the candle”
).

With the help of physical education minutes and finger gymnastics, it is perfectly possible to switch children to another type of activity and increase their performance in educational activities.

I also widely use certain techniques of the described technologies in various forms of organizing the pedagogical process: during educational activities and walks, during restricted moments and in the free activities of children. A mandatory health aspect when working with preschool children is a walk.

Introducing health-saving technologies into my practice, I actively use non-standard equipment for:

• self-massage with children (massagers, pencils, prickly balls)

;

My students perform elements of self-massage for themselves and each other, which gives them great joy;

• exercises to strengthen the muscles of the shoulder joint (dumbbells, barbells)

;

• prevention of flat feet

- for emotional warm-ups, which not only relieve emotional stress and set a positive mood, but also develop the strong-willed attention of children.

Emotional warm-up “Sunshine”

Psycho-gymnastics
“Gawkers”
3.2. Technologies of project activities.

A modern teacher must have the knowledge and skills of pedagogical design and organization of children's project activities aimed at transforming the future in the field of upbringing and education of preschool children.

During my work in the senior preparatory group, I developed and implemented the following projects:

— short-term health-saving project “Being healthy is very important!”

.

The goal of the project: to create a single health-saving space and develop healthy lifestyle skills in children and their parents.

The project implementation period is from 11/18 to 01/25/15.

The project provided for daily, systematic, preventive health care work with children.

During the project, conversations, classes, excursions, and observations were held.

The result of the project was an exhibition of children's drawings “Sports in my family”

.

- a short-term family project dedicated to the 110th anniversary of the birth of Agnia Barto.

The project implementation period is from 16.02 to 16.03.

The goal of the project: to introduce children to the work of A. L. Barto, to form in them a sustainable interest in the literary word, and to develop creative abilities. During the project, educational conversations were held with children, acquaintance with the work of the poetess, and a book exhibition was organized.

The result of the project was an exhibition of parent-child drawings “The Road to Childhood”

, and the best drawings continued to participate in the regional competition.

At the end of the project, I published an article in the regional newspaper “Red Banner” “The Everlasting Star”

Agni Barto."

3.3. Technology of research activities.

Research activity is the formation in children of the ability for a research type of thinking. My students are inquisitive children, they strive to learn a lot of new and interesting things. It is this technology that helps children replenish and strengthen their knowledge about the world around them.

Through research activities, working with children aged 5-7 years, I use:

- observations

Observation “Lilac in spring”

Observation
“Lizard in the sun”
-Experimental activity

“Spring planting of onions”
“Finding the pulse”
-Work assignments.

3.4. Information and communication technologies.

The information competence of a preschooler represents the foundations, elements of knowledge, skills and value attitudes towards information and information processes that allow the child to engage in the types of information activities available to him: cognitive, play, etc.

In my work I actively use information and communication technologies such as:

• use of the Internet in teaching activities for the purpose of self-education, selection of illustrative material for GCD, conversations, for designing a stand for a developing environment;

• showing presentations;

• musical accompaniment for educational activities, relaxations, physical exercises.

3.5. Gaming technology

Play is the leading activity of a child. In the game he develops as a personality, he develops those aspects of his psyche on which the success of his social practice will subsequently depend. The game creates the basis for a new leading activity - educational. Therefore, the priority task is to optimize and organize a special space in the group to activate, expand and enrich the play activities of pupils. By creating problematic situations in play activities, I encourage children to express their opinions, draw conclusions, and teach them not to be afraid to make mistakes. It is very important that the child gets a taste for receiving new, unexpected information about the objects and phenomena around him.

The specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, board games, games indoors and outdoors, as well as with various means of transportation; I use all these games in my teaching practice.

-role-playing games ( “Hospital”

,
“Mail”
,
“Family”
,
“Shop”,
etc.)

“Library”
“Family”
“Mail”
“Hospital”
- didactic, board and printed games

Didactic game "The Fourth Wheel"

Board game
"Puzzles"
- outdoor games

In the older preparatory group there is a card index of finger games, theatrical games, movement games, role-playing games, didactic games, and games for the development of emotions.

Conclusion.

Working with children and their parents, I came to the conclusion that the use of modern pedagogical technologies in my professional activities is necessary, because it gives a positive result:

-increases the overall level of mastery of the main educational program of MBDOO No. 9 “Thumbelina”

n. New";

- my students’ social and communication skills are actively developing;

-I note the development of creative, research and analytical thinking in children of senior preschool age;

— there is an interest and involvement of parents in the educational process.

In the future, I plan to continue working on the use of modern educational technologies in the upbringing and education of my students.

I would like to note that all educational technologies are interconnected. And only that technology will give the necessary result, which is inspired by its main author - the Teacher! Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.

List of used literature.

1. Selevko G.K. Modern pedagogical technologies: textbook. – M.: Public Education, 1998.

2. Atemaskina Yu. V. Bogoslovets L. G. Modern pedagogical technologies in preschool educational institutions. — St. Petersburg: Publishing house “Childhood-Press”

, 2011.

3. Salnikova T. P. Pedagogical technologies: Textbook / M.: TC Sfera, 2005.

4. Veraksa N. E. Project activity of a preschooler: Program library: methods. / N. E. Veraksa, A. N. Veraksa. Mosaic-Synthesis, 2008.

Internet resources:

1. www.koipkro.kostroma.ru;

2. www.maam.ru;

Educational systems

Today, the most common and popular are 4 educational systems (schools, methods):

• Makarenko - the idea of ​​raising a child as an independent member of society with a point of view;
• Sukhomlinsky - a humane pedagogical system, within which there are no punishments;
• Waldorf - subordination of the education system not to the demands of society, but to the laws of children's physical and mental development in accordance with age periodization;
• Montessori is an individual approach to education, allowing each little person to develop at his own pace, through personal experience in an environment specially prepared for this.

Parents have the right to choose one of these traditional systems or find some innovative one. They can take something useful from each and combine them. Despite the different approaches to education, many principles within these concepts have something in common:

What principles of education to borrow from this or that system is up to parents to decide.

Forms

To raise a child to be a full-fledged and successful person, he needs to be developed in many ways. If, for example, we place the main emphasis on occupational therapy, then moral, mental, patriotic and many other aspects will be left aside. Therefore, initially, various forms of education need to be included in classes from an early age.

Kindergarten teachers and school teachers try to use different forms of education to develop a multifaceted personality. However, each of them should be given equal attention by parents at home.

Education as management of personality development

The teacher’s task is to implement a set of means by which the desired result is achieved. They organize and form methods of influencing it. This is management of personal development. Education implements the whole gamut of management functions: goal setting, planning, motivation, organization, analysis of results. In this sense, we can say that education is the process of managing the development of personality, which is divided into:

• Physical development (physical education). Managing this process is the organization of methods, skills, knowledge necessary to improve physical fitness and physical health. While developing physically, a person improves his health by absorbing knowledge about exercise, the natural forces of nature, the rules of hygiene and his own body, which are passed on from generation to generation.
• Mental development. It is inextricably linked with the physical, therefore it cannot exist separately. Mental development shapes all spheres of personality: motivational, intellectual, emotional, volitional, objective, existential and self-regulatory. All these areas together represent holistic formation, harmony, individuality and versatility.

When raising a child, it is worth remembering that we are raising an individual. Remember what it is. Remember her individuality. When organizing the educational process, try to guide the child, and not put into his consciousness all that educational mess that you, of course, read in books and on the Internet. The main forms of education - example, conversation, influence, stimulation - use them in equal parts, adding the most important factor - love - to each educational moment. Only with love can we grow into a truly harmonious, developed personality.

Methods

Educational methods are those methods by which the purposeful influence of an adult (parent, educator, teacher, relative, psychologist) is carried out on the consciousness and behavior of children.

The choice of parenting methods largely depends on age. For example, to organize the activities of preschoolers, it is more advisable to use illustrations, and for older ones - instructions.

Styles

Much depends on the parenting style adopted in the family.

Authoritarian style (autocratic, dominant, dictatorial)

A characteristic feature is the strictest discipline and the unquestionable authority of parents, with whom one cannot argue. They place too high demands on their children and begin to prepare them for adulthood early. In such families, adherence to clear, unquestionable traditions is valued above all else. Yes, you can raise an obedient child in this style, but at the same time he will grow up lacking initiative, depressed and passive-aggressive, and in adolescence he will easily succumb to the influence of others, since he will not have his own opinion.

Liberal (permissive, indulgent, hypoprotective)

Education takes place in a friendly, warm atmosphere. Too trusting relationships are established between adults and young family members when there are no prohibitions and restrictions. This is fraught with the absence of boundaries and established rules that cannot be violated. Children begin to feel that they can communicate in this style with any adult. Outside the home, they will try to control and manipulate others. This interferes with the formation of positive self-esteem and social development.

Democratic (authoritative, collaborative style)

The main thing in a democratic educational system is care, emotional support, attention, consistency, fairness, and sincerity on the part of parents. In such families, adults and children spend a lot of time together, but at the same time everyone has their own personal space, which is respected by others. Everyone has certain rights, but they are necessarily subject to general rules. If you want to raise a successful child, this is the best option. He will grow up obedient, but not dependent on other people's opinions, as happens with an authoritarian style.

Chaotic (inconsistent)

Today, parents strictly punish for the most minor offense and do not allow children to go out later than 9 pm. Tomorrow, carried away by their problems, they forget all their demands, let go of the reins and are not at all interested, even after 22.00, whether the children are at home. Or another example of a similar parenting style: dad doesn’t allow you to eat chips, and mom brings a huge pack from the store. As a result of the absence of a unified system, one of the basic needs of the individual for clear boundaries and stability is leveled out. Over time, this leads to social maladjustment.

Caregiver (child-centered, hypercustody)

Excessive guardianship and suppression of any attempts at independence and freedom on the part of parents lead to the formation of social and personal immaturity. The consequences are laziness, passivity, infantilism, uncertainty, and fear of mistakes. Tight control forces the child to cheat and lie.

These styles of family education clearly demonstrate how large the role of parents is in this process. They must self-reflect, see their mistakes and correct them in a timely manner in order to prevent distortions in the development of the child’s personality.

Becoming a social person

If we want our children to realize their potential as global citizens, then they will have to consider the other person's opinion without losing sight of their own point of view. Despite countless opposing and conflicting views, they need to be able to stick to their identity, their ideas, opinions, preferences and intentions. Being a social person means being able to cooperate, understand fairness and take into account the context in which they find themselves. These qualities underlie healthy moral development and the ability to use words to communicate your thoughts and feelings to others.

Since 3-4 year olds are in the process of forming their personality, becoming a social being is not yet relevant for them.

Individuality must come before community, so the focus of young children is usually on themselves. Sometimes parents of little ones may worry that their child is too self-centered, but this is nature's intention - they must first learn to understand themselves before being influenced by the many views and points of view of other people.

Their brains are still developing, so they often lack patience, and they understand justice as an opportunity to do things their own way. They do not interact well with others, and it is completely natural for them to prefer loneliness and disappear into the world of their own fantasy.

As a child approaches the ages of 8-11, he becomes increasingly able to understand irony and paradox.

They finally get the jokes, they understand the puns, and they can now be more patient when they feel frustrated. With ideal brain development, by this time they will be able to experience mixed feelings and take into account not only their own point of view, but also that of others. They can show signs of true cooperation and consideration, and are also capable of courageous actions. If development is on the right track, they will interact better with others and work to resolve problems and conflicts. They will demonstrate more balance and stability in the expression of emotions, as their ability to reflect and understand what is happening to them has increased.

When a child begins adolescence, it seems that he has taken a step back, become unpredictable and less emotionally stable. This occurs due to changes in the brain and due to increasing self-awareness, which can overwhelm them with emotions and new experiences.

By the age of 14-15, ideally, balance emerges and emotional stability returns. Teenagers must increasingly begin to see the world not through a single point of view, but be able to take into account a variety of events and problems. The development of moral judgment and awareness of themselves as part of a larger society will begin to creep in from time to time in their statements or ideals. Their capacity for courage will allow them to confidently move towards their goals.

By the end of adolescence, the child must become ready for life in society and able to benefit it.

Individuality cannot be taught or imposed on our children; it must be nurtured, cultivated, preserved and protected. Realization of personal potential depends on our ability to evolve into individual, adaptive, and social individuals. Each of us has the seeds of a mature future within us, but it takes time, patience, understanding and the right kind of care for them to sprout.

Carl Jung, a Swiss psychiatrist, had a great idea that growth can only be appreciated by looking back at it, not while it is happening. Our children have the prospect of a mature future for which the adults in their lives act as midwives.

Deborah McNamara Translation by Irina MatsenkoSource

Dear readers! To continue getting acquainted with the topic of unlocking personal potential, as well as to delve deeper into the topic, we suggest you read this collection of articles.

Gordon Neufeld on personal potential

About unlocking inner potential

About periods of development

How a child's personality is born

On the importance of rest for development

Age characteristics

Education must be age-appropriate, take into account mental developments and crises, and the difficulties of each period. And it’s better to start from birth. Psychologists give parents advice on what to focus on depending on how old the child is:

• up to a year - surround with warmth, attention and care, do not spank or scream;
• at 1 year - introduce them to the outside world, teach how to contact family;
• at 2 years old - expand knowledge about the world around you, develop communication skills and motor skills;
• at 3-4 years old - satisfy the need for active motor activity and curiosity, instill communication skills, and form individual contact;
• at 5-6 years old - introduce generally accepted norms of communication with peers and adults.

It is the family education of preschool children that plays a key role in the formation of a small personality. Therefore, parents should spend as much time as possible with them. It will be too late to correct mistakes later.

Starting from 1st grade and up to adolescence, this is a time of active moral education, in which both teachers and parents should take part, demonstrating the moral foundations by their own example. Children comprehend the interrelations of society, the laws of development of nature, the essence of the relationship between a man and a woman. An important task at this stage is to help them reveal their creative potential and teach them to live in society.

With the onset of the teenage crisis, a number of problems arise in education. Even the most obedient children, under the influence of hormones, escape parental control. The important aspects here are tolerance, goodwill and rebuilding trust. Emotional support, a kind word, advice - at this age all this is important for them. Talk more often about the meaning of life and self-determination, so that by the time you leave school you won’t have problems choosing a profession.

Stages of personality formation in preschool age

The formation of personality implies the development of cognitive processes and moral qualities, the formation of a worldview and self-awareness, the development of independence in activity and social activity. This is not a complete list of those features that characterize a person’s personality, but they are the main driving forces in the formation of a child’s personality.

The listed components are laid in preschool age. The active start can be considered 3 years of age, when the child’s self awakens. By the beginning of schooling, personality formation goes through two important stages that contribute to the development of basic age-related characteristics:

1. Stage of becoming independent
2. Stage of formation of personal initiative.

The first stage of a preschooler’s personal development is aimed at gradually reducing physical dependence on an adult and acquiring independence. The baby repeatedly announces to his parents and grandmothers his need to act on his own. “I myself” sounds in those activities that are interesting to the baby.

The child tries his best. Such an understandable action as folding toys does not interest the baby at all, since it is understandable and feasible. But pouring soup into a plate using a ladle or pinning a pin on a blouse is incredibly exciting!

The second stage involves a transition from the choice that an adult offers the child to the manifestation of one’s own initiative. This is a significant expansion of the boundaries of development. “I want to put together this construction set model,” “I will also water the flowers,” “You know what game I came up with...” - the initiative of older preschoolers extends to all types of activities.

At these stages of a preschooler’s personal development, numerous changes occur. Moral judgments and criteria are developed: what is possible, what is not, what is good and what is bad. Emotional and volitional qualities develop. But in the sphere of personality development, the main achievement of preschool age is independence and initiative.

Personal developments of preschool age

Let us consider in more detail what new formations are formed in the personal development of younger preschoolers, and then in older preschool age.

Changes are especially noticeable during critical age periods. There are two of them in preschool childhood: the 3-year-old crisis, which replaces early childhood with preschool, and the 7-year-old crisis, which precedes the school period.

The child is persistent in order to be allowed to do a certain action on his own. Having received the consent of the elders, the child most often faces a new obstacle - the matter cannot be argued! The button doesn’t fit into the buttonhole, the bag doesn’t rise, the tower of cubes falls apart...

The difficult task ahead is not to give up, but to try again and again until it succeeds. Therefore, such new formations as independence and will appear at the same stage of personal development.

For many children, it is easier to show initiative than determination. This quality is cultivated if adults encourage the cognitive activity of a preschooler. The child became interested in how a sprout emerges from a seed and took the initiative to plant it next to a houseplant. But then you need to water regularly and wait patiently for the sprout to hatch.

In such situations, the preschooler more often needs support in order to keep the goal in the field of his attention and interest. The child needs the same support if actions are unsuccessful.

Along with initiative, it is very important for adults to support the child’s desire for a goal, since this is a valuable personal quality.

General recommendations for parents

Despite the fact that at different times in different countries and civilizations there were specific approaches to how to raise children, there are several general postulates that everyone who takes part in the development of a child’s personality should constantly remember.

If you want to foster independence in your child, give him at least a little freedom. At 3 years old, let him try to tie his shoelaces and put on a hat, and at 15, let him cook a family dinner or get a job in the summer to earn money for his phone. Overprotection and excessive total control in this matter are fraught with the formation of a dependent person who is not adapted to life.

If you want to raise him to be self-confident, remind him more often of how self-sufficient he is. Emphasize your merits, praise for the slightest achievements. But at the same time, from childhood, learn to correctly perceive criticism addressed to you. This will allow you to avoid internal complexes and help you achieve your goals. At the same time, do not forget to work on yourself. If a mother constantly talks out loud about how fat she is and how bad everything is for her, you shouldn’t expect self-confidence and success from your children.

If you want to raise a leader, instill organizational skills from early childhood:

• learn to formulate your own opinion about a cartoon you watched, a book you read, or an action you did;
• teach public speaking;
• entrust household chores;
• make him responsible for a specific event;
• help him find a passion, a hobby through which he can reveal his creative potential;
• ensure meaningful communication with peers;
• discuss and analyze each failure.

If you want to develop leadership qualities in your child, start from early childhood, otherwise it will be too late.

Problems

Education in the modern, rapidly changing world encounters certain problems associated with the realities of today. They need to be taken into account by both parents and teachers. The most common difficulties encountered:

• lack of free time, which limits communication between family members;
• craze for gadgets, addiction to computer games and phones;
• the widespread spread of the Internet, which does not always bring benefits for the fragile child’s psyche;
• a large number of divorces, destruction of family values;
• the power of money;
• social stratification among classmates, when one half walks around with the latest iPhone model, and the second with push-button phones or without them at all.

In such conditions of modern life, it is quite difficult to raise children correctly, but it is quite possible. Each of the above problems can be solved, unless parents make a mistake in prioritizing.

Incentive sphere

Preschool childhood is a key and very important period of personality development. It is now that the formation of the main motives that will encourage the child to activity takes place. What is its specificity?

Motives appear related to the fact that the child strives to join adult life, to become more like his parents or their friends, to live like them. Often such motives are intertwined with the game, so kids often have fun playing “Mothers and Daughters”, “Shop” and the like.

In addition, we highlight the following motives:

To be better than peers, a competitive element. Establishing and maintaining positive relationships with adults

It is extremely important for a child to be singled out, praised, and rejoiced at his achievements. Moral motives are obedience, helping others, the desire to somehow please them. The motives for learning are the acquisition of knowledge, skills and abilities. It is common for a preschooler not to wait for praise, but to make certain efforts to receive it

In addition, it is during this period that a hierarchy of motives arises, their subordination

It is common for a preschooler not to wait for praise, but to make some efforts to receive it. In addition, it is during this period that a hierarchy of motives arises, their subordination.

Literature

If difficulties arise during the upbringing process, parents should not let the situation take its course. Firstly, you should not be embarrassed to ask for help from a professional - a family or child psychologist or psychotherapist will help solve any problem. Secondly, there are thematic, very interesting books that will certainly tell you a lot of new things about the child’s psyche. What can be recommended from the literature on this issue:

1. G. P. Shalaeva and O. G. Sazonova “Rules of behavior for well-mannered children.”
2. M. Ibuka “After three it’s too late.”
3. O. Makhovskaya “100 parenting mistakes that are easy to avoid.”
4. Yu. Gippenreiter “The most important book for parents.”
5. E. Belonoshchenko “Born with character” and others.

The Constitution of the country in which the family lives should also become a reference book. For example, in the Russian Federation, the responsibilities of parents regarding education are enshrined at the legislative level. They are contained in Article 44 of the Federal Law “On Education in the Russian Federation”. Date: 12/29/2012. Search under number 273-FZ. The latest updated version is from 05/01/2019.

In the same way, the responsibility of parents for raising children is spelled out at the legislative level in the “Code of the Russian Federation on Administrative Offences”. Date - 12/30/2001. Search under number 195-FZ. The latest updated version is from 05/29/2019.

Whatever child you want to raise, the main thing is to do it without yelling and punishment. Only by respecting and loving him is it possible to grow a full-fledged, self-sufficient, self-confident person.