Family education program. Family education. Forms, methods of interaction between the school and the family - Report School family education

The problem of family education and its influence on the development of the individual currently covers national culture and traditions. However, the developed and objective data on this issue are still insufficient. Optimal emotional contact, excessive emotional distance from the child, excessive concentration on the child and other aspects of family education as the most important conditions for ensuring the psychological well-being of the child and his absence have too many aspects.

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Family upbringing of a child as the basis of his comprehensive development

In modern domestic psychological and pedagogical literaturefamily educationseen as a processpsychological and pedagogical interaction of parents and other family members with children in order to create the necessary social and psychological and pedagogical conditions for harmonious development the personality of the child, the formation of his vital personal properties and qualities.

So, family education is the pedagogy of everyday life, the pedagogy of every day, it is an ongoing experiment, creativity, work that has no end, does not allow you to stop, freeze in self-satisfied peace. Family Pedagogy in everyday life performs a great sacrament - the formation of a person's personality.

The sociocultural phenomenon of the family, its evolution and stagnation (depression, stagnation), the ability to differentiate one's own developmental experience, to satisfy the basic needs of all family members in self-actualization, security, acceptance and approval, personal growth and development - these family indicators are closely interconnected with biological, psychological and social functioning of each family member and are especially important for children.

The family is a kind of collective, its members, different in age and profession, are connected by ties of kinship, run a common household, in which children also take part. Relationships between family members are built on mutual love and respect, understanding and acceptance, support and mutual assistance. A special atmosphere in the family is created by a communicative culture of communication between all family members: children with parents and grandparents, brothers and sisters, etc. The enrichment of the life experience of children, their spiritual and moral development depends on the level of interaction between family members. In modern conditions, the institution of the family is considered as the main one in the upbringing and development of the child, along with the family, public and state institutions play an important role ( Kindergarten, school, institutions of additional education, etc.). The specifics of raising children in a family is that, starting from the prenatal period of fetal development, the first days, months and years of a child's life are considered the most responsible and difficult.

The content of education in the familydetermined by the general goal of a democratic society. The family is obliged to form a physically and mentally healthy, highly moral, intellectually developed personality, ready for the upcoming labor, social and family life. The implementation of this approach of Russian society to family education involves its implementation in several independent, but interconnected areas.

With the birth of a child, new and complex tasks appear in the family, and one of the first and main such tasks is to providephysical development and educationchild. This is child care, timely and proper nutrition, walking, hardening of the body and instilling sanitary and hygienic skills. For young children, it is important to organize games with object toys (pump, feed, roll, put to bed, etc.). These game actions introduce the child into the world of adults and improve his physical abilities, expand his horizons.

Moral educationin the family is a core component of the formation of the child's personality as a future active participant in interpersonal interaction. It involves the formation of enduring human values ​​in the younger generation - love, respect, kindness, decency, honesty, justice, conscience, dignity, duty, etc.

Education in the family should be aimed at the formation of a culture of feelings. It's upbringing incense (deepest reverence), respect for parents, elders, close to the fear of offending, upsetting relatives and friends. The upbringing of incense by parents contributes to the formation obedience , which is especially important in modern conditions, when there is a loss of such criteria as “possible” and “impossible”. The upbringing of incense contributes to the formation of relationships to another person, feelingsunderstanding and suffering. The family is obliged to create conditions for instilling in the child a sense of shame, bashfulness, which is characteristic of every person, so as not to let him die out even in childhood. Culture plays an important role in the upbringing of children in the family.consumption, abstinence, self-restraint. To do this, it is necessary to form in children the need and observance of the daily regimen, hardening, household chores, relevance, moderation in food. Particular attention should be paid to education truthfulness for children in the family, for this, parents, adult family members should be an example in words and deeds, not to deceive children and not to give them false messages. Education of feeling will It's character education. More A.S. Makarenko offered exercises for educating the will and called them "summary gymnastics." AT modern pedagogy and psychology, a sufficient number of exercises have been accumulated to educate the will, for example, to praise oneself for the manifestation of volitional efforts: I didn’t want to - but I did it, I couldn’t - but I learned, etc.

education of conscience in children in the family - this is the most significant in the formation of spirituality. Conscience is an expression of self-consciousness, it is the voice of the inner “I”, it is the upbringing of conscious responsibility for oneself. N.E. Shchurkova in her research notes that conscience is the basis of universal morality. According to its state, the morality of a person is determined. Conscience can be: calm, clean, weak, dead, "burnt" - this is an extremely dangerous state, a person loses the boundaries of what is permitted, does not feel responsibility, loses a sense of the value of the world, man, creator. This leads to vices and crimes.

Parents and adults in the family should know that upbringing feelings in children is carried out through the classical feeling, which is present in literature, music, fine arts. To do this, it is necessary to read, discuss what they read with children, go to museums, exhibitions, theaters, analyze what they see, teach them to see and admire the beautiful. An important place in the education of feelings in children is occupied by word . In modern conditions, the irreverent attitude to the word, the oblivion of its spiritual foundations, has led to the devaluation, desacralization (impoverishment) of the active vocabulary not only of children, but also of adults themselves. This is confirmed by the frequent use of adult profanity in the family, public places, which serves as a bad example for children.

The family plays an important role inlabor education. Labor education lays the foundation for future independent life - professional and social activities in the interests of the state, society and one's own family. Children are directly involved in everyday work, learn to serve themselves, to perform feasible labor duties to help their father and mother. How the labor education of children is organized even before school depends on their success in learning, as well as in general labor education. The presence in children of such an important personality trait as diligence is a good indicator of their moral education. It is important to teach children to self-service, to help the family around the house, housework, to please loved ones with their work. Parents, observing the work of their children from childhood, their hobbies, inclinations, will help them in the future in choosing a profession. The upbringing of industriousness in a child is the highest moral indicator of a developing personality.

The family has favorable conditions foraesthetic educationchildren. Aesthetic education is designed to develop the talents and gifts of children, to give them an idea of ​​the beauty that exists in life. The feeling of beauty begins in a child with an acquaintance with a bright and beautiful toy, a colorfully designed book, with a cozy apartment. With the growth of the child, the perception of beauty is enriched when visiting theaters and museums. good remedy aesthetic education is nature with its beautiful and unique colors and landscapes. Excursions and trips with the whole family to the forest, to the river, for mushrooms and berries, to go fishing leave indelible impressions that the child will carry through his whole life. When communicating with nature, the child is surprised, rejoices, proud of what he saw, heard the birds singing - at this time, the upbringing of feelings takes place. A sense of beauty, an interest in beauty help to nurture the need to preserve beauty and create it. The aesthetics of everyday life has great educational power. Children not only enjoy home comfort, but together with their parents learn to create it. In cultivating a sense of beauty, a significant role belongs to the manner of dressing correctly and beautifully. AT aesthetic education it is important to teach children not only to enjoy the beauty around them, but also to understand and protect it in nature, concrete actions, deeds and thoughts.

intellectual education- involves the interested participation of parents in enriching children with knowledge, shaping their need for their acquisition and constant updating. The task of parents is to create conditions in the family formental educationand development of children. It is important to teach children to observe natural phenomena, compare objects and phenomena, highlight similar and different. The atmosphere of intellectual life in the family is characterized by the fact that adults and children work, the book is the main source of knowledge for all family members, there is a tradition of modern reading, watching television. Not the last place in the mental development of children is occupied by modern information technologies. Children master computer work faster than adults, so it is important that parents dose out the time they spend working with it, offer children developmental games with constant complication, where the child must be smart and analyze. However, without proper supervision by adults, there is a danger of developing a computer "gambling addiction" in children.

Intimate-emotional sphere family relations and love for a child have an influence, unique in other conditions, on the character of hisgender education.Of particular importance in this regard is the diversity of moral feelings, in the formation of which the family plays a decisive and irreplaceable role. The child receives all the primary experience of platonic love and friendship in the family and, first of all, in the form of love and respect for the mother. Having learned to love his mother, he later, becoming an adult, will always respect a woman, motherhood, and family. Only in the family are moral and emotional values ​​​​necessary for the future family life born - marital feelings, paternal and maternal, filial and daughter attachments. In the conditions of the family, on the example of the mother, the girl receives the first lessons of femininity, and the boy, on the example of the father, of masculinity. The family makes a certain contribution to the formation of psychologicalthe gender of the child, which includes a certain set of character traits, behavioral patterns, attitudes, emotional reactions, etc.

The success of upbringing in the family can be ensured when favorable conditions are created for the growth and all-round development of the child. An important condition for the successful upbringing of children is the unity of the requirements for children by all family members, as well as the uniform requirements for children from the family and school. The lack of unity of requirements between the school and the family undermines the authority of the teacher and parents, leads to a loss of respect for them.

It's believed that sociocultural environmentis the main component of family education. The family is the fundamental social unit of society. The effectiveness of education depends on her moral and physical health. A healthy family is entirely connected with many other social communities: educational (kindergarten, school, university), professional, public, and other families. The wider and deeper the ties with them, the more meaningful, richer and more interesting her life, the stronger the family itself and the stronger its position in the system of social relations.

The sociocultural environment of the family plays a decisive role in shaping the needs and motives of the child, which at various stages of family life can be personal interest, love, the desire to do good, pride, healthy ambition, family honor. A pedagogically competent organization of family life forms useful needs in a child: care for loved ones, love for them, spiritual communication and joint experiences, reasonable consumption of material goods, performance of any household work out of conviction, habit and sense of duty, etc. First, the family, and then together the school and the family constitute the content-organizational core of a holistic educational process, around and inside which all other educational forces are concentrated, forming integrity in interaction.

The formation of the foundations of the personality, its attitude to life depends on the socio-cultural environment of the family. In turn, the effectiveness of family education depends largely on the relationship of parents with the school (kindergarten). The interaction of the family, school, community is a living process of organizing the whole life of children.

The family, as a specific manifestation of the socio-cultural environment, is characterized by natural self-government, which involves the distribution of functions among all its members, their responsible performance. It forms an informal opinion on various issues of public life. Consequently, the socio-cultural environment of the family is a social microcosm that reflects the totality of social relations to work, events of domestic and international life, culture, to each other, order in the house, family economy, neighbors and friends, nature and animals. All this is the main nutrient medium in which children live and which they reflect in themselves.

The value of the socio-cultural environment of the familyin the formation and development of the individual is due, first of all, to the fact that the relationships existing in it are the first specific model of social relations that a person encounters from the moment of his birth. In addition, they focus and find a kind of miniature expression of all the richness of social relations, which creates the possibility of early inclusion of the child in their system.

The formation of the child's personality is laid in the family, under the influence of parental love for the sake of his future, under the influence of the authority of parents, family traditions. After all, everything that he sees and hears in the family, he repeats, imitates adults. And this stage of the child's own actions (namely, actions, not deeds) is a key one in the formation of personality. Thanks to this perfect action, the child enters the context of social relations, already playing a certain social role. The educational function of the family is that individual needs in fatherhood and motherhood, in contacts with children and their upbringing are satisfied, that parents can be realized in children. In the course of fulfilling the educational function, the family ensures the socialization of the younger generation, the training of new members of society.

The educational process in the family has no boundaries, beginning or end. Parents for children are a vital ideal, not protected by anything from a child's gaze. In the family, the efforts of all participants in the educational process are coordinated: schools, teachers, friends. The family creates for the child the model of life in which he is included. The influence of parents on their own children ensures their physical perfection and moral purity. The family forms such areas of human consciousness, which only it is given to truly form. And children, in turn, carry the charge of the social environment in which the family lives.

The current school education provides educational services to the population today, and therefore the issue of education is hanging in the air. There is a dilemma before the pedagogical community, but who, after all, should and is obliged to engage in the direct upbringing of children? Some teachers believe that everything comes from the family and give preference to family education.

Others believe that the school needs school education as before, but in joint and close cooperation with the parents.

Education at school

Analyzing, modern school education can be clearly stated that it is changing the structure and content. In different educational institutions, the educational process is built differently, but within the framework of the "Law on Education". The following directions are observed: patriotic, moral, cultural and sometimes even aesthetic.

The forms and methods of the educational process have changed. True, sometimes collective education is blurred against the background of work with individual gifted children.

In general, the microclimate at the school allows us to conclude how productively educational work with kids. If at school teachers shout in the classroom and make comments to the student in a not entirely correct form, then it is worth thinking about the degree of culture of the teachers themselves.

Since the child, copying the teacher, tries to imitate him. Then he carries these expressions, flying at his address, home, and uses in communication at home with his brothers and sisters, when you observe this picture of communication, you understand that the school environment has a direct impact and lays down the culture of human communication in society.

Therefore, all the upbringing of children in school is more of a formality or a myth.

Family upbringing

Family education also depends on the microclimate and the desire of parents to engage in this process. And here a huge amount of literature written by various psychologists, teachers, and educators comes to the aid of parents.

The book of the author Faber Mazlini “Free parents, free children” of 1974 edition and the psychologist Larisa Surkova “It's great to be parents” of 2001 may seem very interesting manuals for parents.

This literature is advisory, as well as informative for parents. They prepare children for real school life and teach them how to properly build family relationships at school with peers and adults. On the example of school situations, specific cases are analyzed. How to properly respond to teachers' comments, how to follow school rules and daily routine.

Depending on the employment of parents and value beliefs, the strategy of the educational process is built directly in the family itself.

Parental role models are also important. Children often read behavior from them. A more natural environment and mutual understanding makes the upbringing process productive.

Each parent chooses the style of educational communication for himself. The principles of education are laid down by the civil society in which we live.

The world and life around us is changing rapidly. The state and parents are obliged to take a fairly active part in the lives of their children. Whether it be school or family education, there is only one alternative: "A well-bred generation of children is able to transform, improve the world around us and take care of the elderly." In general, the picture is clear and understandable. All global transformations in the field of education today, it is necessary to continue to improve and build the strategy of education that will meet all the needs of a progressive, modern society.

Character, health, success in life, self-confidence in a person begins with a family, with his family upbringing. It begins with the formation of a person's personality. He will become an optimist or a pessimist, an egoist or an altruist, he will hide his head in the sand like an ostrich, or not be afraid to take responsibility - all this depends on the upbringing of a person and the example of his parents. So, let's look at the intricacies of raising a healthy child in a family at different age periods and raising children who are not quite healthy.

Family upbringing of children and its features

In our time, the tasks of family education are significantly different from the period of Soviet times. If earlier the dominant and common task of the family and school was to educate collectivism, patriotism, activity, diligence for the benefit of society, today the family and school educates the individual, reveals individual talents and abilities, no one educates anyone under one line and stereotyped. Today, children know their rights and often quote the UN Convention on the Protection of the Rights of the Child. Could this have been 30 years ago?

At the same time, before the citizens of the country were always under the protection of the state, they were guaranteed the right to work, health care, free education and stable prices, and today, in the times of capitalism and democracy, from childhood, a child is taught that for his right for a full life you need to fight, winning your place in society, defending yourself in fierce competition. And all this he sees and hears on the example of his parents. It is they who lucidly and systematically demonstrate the need to adapt to the requirements of today's times, and sometimes even to deal with its challenges.

Family education is, first of all, a system of relations between parents and children. Of course, mom and dad are the leaders in this system. The peculiarity of family education lies in the emotional color of relationships.

Yes, such relationships should be built on love and respect. And here it is very important not to cross the line of love that separates true love from the spoiled child syndrome. Using the example of many families, one can observe how a child in a family becomes an idol who is not denied anything, who always has all the best, and who dictates to mom and dad what to do and when. For such parents, upbringing becomes not the formation of the personality of the baby, his life experience, restrictions and observance of moral rules, but rather ostentation with the predominance of material values ​​in his own child from an early age. Such unfailing and blind love is not enough to form a strong personality. Then the child will get used to the fact that behind him there are always parents who will “get out of their skin”, but will give him all the best and do everything for him. In such families, upbringing boils down to the fact that the baby becomes the center of all family tasks and leisure. In fact, family education and love are replaced by the presence in the life of a child of all kinds of material values.

But there is another form of family education that wise and modern parents choose. This is a partnership relationship. The child clearly knows what is possible and what is categorically impossible (at the same time, there should be no exceptions for grandparents); when it is possible not to do something, and when the fulfillment of requests (not orders) of parents is mandatory. In such families, the child will not lie, because he was taught to always tell the truth, whatever it may be. He is not afraid of being punished, but rather worries about upsetting mom and dad.

Features of family education today is the ability of parents to see the future in the life of their crumbs. This means that from early childhood it is necessary to recognize his abilities, inclinations, respect him as a person, form faith in himself, his success. Family upbringing in our time is the ability to form the correct ideas about the real side of life in a child, and not to put on “rose-colored glasses” on him and hide from problems behind his broad back.

Family education of preschool children

Family upbringing starts from the cradle. However, many parents are limited to just changing diapers and meeting the physical needs of their children. All this starts from infancy. Then family education proceeds chaotically, as the following circumstances interfere with parents:

1. Lack of time and fatigue. Today, parents are so busy that even on weekends they do not consider it necessary (or simply do not have the strength to do so) to devote a few hours to the child. Trips to the zoo are only on holidays, when there is an additional day off, or on vacation. Evening family walks after dinner are replaced by tracking on the couch due to the tired parents.
2. Misunderstanding of the importance of family education and orientation towards education in children's institution. Unfortunately, many young parents believe that a professional - an educator, a teacher - should raise their child. Such father and mother gladly come to children's matinees and zealously wonder why their child is not in the lead role. They “delegate” their functions to teachers and therefore do not consider it necessary to systematically devote their own time for walking, playing, reading books, putting together puzzles, writing fairy tales, drawing.
3. Replacing parental education with a computer. Yes, today children are well versed in the computer, they know how to handle it correctly, and therefore parents believe that technical cognitive skills can give the child knowledge about the world, entertain him and at the same time not worry about where he is, with whom, in what weather. Children spend time playing games and cartoons, while experiencing a lack of live communication and, of course, speech development.

Such is the inability of parents to raise their children in a family with preschool age leads to conflicts in adolescence, in school, social adaptation.

Family education of children at school

By the beginning of the child's studies at school, it is already possible to clearly trace the styles of relationships between parents and children. There are several of them:

1. General style. With this type of relationship, the army manners of the parents are clearly visible. There are no alternatives in relationships, everything said by dad and mom should be clearly followed. Ways to influence a child with this style of relationship are instructions and threats, the purpose of which is total control over the behavior of babies.
2. psychological style. Some parents try to analyze why the child acted this way and not otherwise. Questions and detail in this case are aimed at correcting his behavior on the right path.
3. Judge style. This is the evaluative behavior of parents when a child is expected to read morality at home for a low grade, being late and other wrong actions. The style of a priest is also close to this style, when parents begin all their conversations with their child with the phrase “You must ... you must ... you must ...”.
4. Cynical style. This is the most dangerous style of relationship when a child constantly hears ridicule and humiliation, even nicknames. Such parents always demonstrate their dominance and thus not only alienate their child, but also form in him complexes, insecurity, guilt and fear. In such parents, children often bite their nails, deceive, being afraid of being punished.
5. Friendly style. Being a friend to a daughter or son means being able to listen, understand, not scold and help the child solve his problem on his own, but correctly. Cooperation is the most productive type of relationship between children and parents. This is also the most difficult type of relationship for parents, when you need to feel the line that cannot be crossed. As a rule, in a family where cooperation reigns, children study well at school, they have time everywhere, they know how to communicate with peers and adults. The child is considered a person and a full member of the family. Therefore, it performs adult and independent actions already at school age. Usually, with this style of relationships in the family, the child's adolescence passes more or less smoothly. After all, understanding and partnership with parents do not force him to seek an outlet outside the family. Respect and mutual support, love and responsibility are always present in the family education of a student with a friendly type of relationship.

Family upbringing of children with developmental disabilities

What could be better than being healthy and smart child? But, unfortunately, many parents do not have such happiness. Their children have developmental disabilities and, of course, they are forced to correct family education. There are different attitudes of parents to the defect of their child. This attitude determines the methods of education:

1. Protective education. This is always an overestimation of the defect, which is manifested by excessive patronage. The child is pampered, literally everything is allowed, protected from everyone. He is not allowed to do anything, even those functions that are quite accessible to the patient are limited. This model of parental behavior is an artificial isolation of a disabled child. Even if his illness in development can be corrected, then protective education forms an egoist and consumer out of him.
2. Indifferent upbringing. The attitude of parents forms in the child a sense of his own inferiority and uselessness. The child becomes timid and notorious. He develops an unfriendly attitude towards other children, as well as towards relatives and strangers.

Both types of parental attitudes towards a child with developmental disabilities lead to the formation of a mental trauma in him. In such children, thanks to their parents, there are secondary deviations in mental development. To avoid this, parents of such children at all age stages should consult with specialists - psychologists, doctors, rehabilitation specialists. Only systematic interaction with them will help not only competently form a disabled child as a person, but also adapt him to life in society.

The permanent tandem "parents - specialists" is designed to teach family members of a child with special needs to help, improve and overcome all difficulties together with their child.

Family education of children with intellectual disabilities

If you look at the root, as Kozma Prutkov said, then in most cases the parents are to blame for the mental retardation of children. For some, this is an irresponsible attitude towards pregnancy, for others - heredity, for others - karma.

13% of these children have parents who are alcoholics, drug addicts and delinquents. You should know that a third of children with intellectual disabilities are born to parents - graduates of correctional schools. That is, their parents themselves have a certain form of intellectual deficiency. The parents of such children have the same level of education and social status. Such families more often break up or the functions of education in them are delegated to grandmothers. Children with intellectual disabilities are very often brought up in boarding schools. And this, of course, destroys their relationship with their parents.

In such families, two types of relationships are also usually manifested: overprotection or complete indifference. Hyper-custody forms the behavior of an ostrich in a child. Then there can be no question of the education of any independence.

Complete indifference to a mentally retarded baby is his further lag in mental and mental development. When parents, and most often this is a mother, are attached to the child, love and take care of him, consult with development specialists, then he gains self-confidence, actively learns the world. Family psychotherapy with mothers can significantly facilitate the family upbringing and development of such a baby. When helping a mother and such a family as a whole, the specialist gives specific recommendations and emphasizes that spiritual communication with her child is a powerful source of positive changes in him.

Family education of children with speech disorders

A lot of parents do not understand why their children are characterized by violations in the development of speech. They are often offended and take out their discontent on children. However, such parents should understand that everything is known in comparison. And speech impairment compared to severe disability, mental retardation is not such a catastrophe. Today, when speech therapy is moving forward with progressive steps, parents need to find a good specialist to work with a child. And, of course, to create for him in the family such an environment that would harmonize his development.

Patience, understanding, love for the baby should be the dominant principles of family education. Indeed, sometimes it is the wrong style of relationships with children that forms speech defects in the latter. Inadequate parental attitudes, an authoritarian style of upbringing are factors in the occurrence of speech disorders. That is why the main task of a speech therapist teacher in working with such parents is to optimize the relationship between parents and children. Working on defects in children's speech is a common task for a specialist and parents. If the child sees that both his mother and the speech therapist are working with him, he will try harder, and repetitions will only contribute to the correction of speech. In addition, parental attention to the child always produces the desired effect.

Diagnosis of a child's speech, as a rule, is carried out in kindergarten. Speech therapists are already working with children there, and perhaps they will advise parents on certain areas of work and correction. We are talking about cutting the frenulum of the tongue, which sometimes interferes with pronouncing the sound "p". Of course, there are parents who are inert to the advice of specialists and do not have time to do this. And then such children grow up with an inferiority complex, they are squeezed, they are laughed at at school about the burr of speech.

Wise family education is always attention to the child, his joys, experiences, defects and problems. There is no problem that mom's love and patience can't handle.

Especially for - Diana Rudenko

Like all educational institutions, the school is called to sow “reasonable, good, eternal”. By modern standards, our school is small - 314 people study in it, so the entire teaching staff knows each student by name and surname, his mental, psychological, physical characteristics, strengths and weaknesses, family composition, style of relationships with parents and classmates, knows his hobbies . However, no teacher, no matter how talented he may be, will not replace the father and mother in education. First of all, they can lay the foundation for good in a child, warn against evil, teach him decency.

In the conditions of dynamic change in our society, when many traditions of Russian family education have been lost, and the level of family breakdown is high, many children do not feel the value of family relations.

Currently, there are socio-economic factors that, on the one hand, have led to the expansion of the economic function of the family, on the other hand, to a weakening of the educational function, which negatively affects both the family and society as a whole. Today, many parents are forced to work two or three jobs to provide for their families. They physically do not have enough time to raise children, and parents who have both the time and the desire to deal with children often lack elementary knowledge.

Today, the psychological and pedagogical illiteracy of many of our parents is evident. There are, unfortunately, such fathers and mothers who withdraw themselves from raising their own children, leaving them to the mercy of fate. As a result, there are 2.5 million neglected and homeless children in the country. This is much more than in the war and post-war years. The statistics are relentless: 425,000 children are registered with juvenile delinquency prevention units. About 200,000 teenagers annually commit crimes, sometimes so terrible, which, according to policemen and psychologists, recidivists do not dare to commit.

Undoubtedly, the figures and facts given in this article cause bitterness, anxiety and resentment against the state, which is unable to create acceptable conditions for the life of every family. But they also help to understand that the state will get stronger only when every Russian family gets stronger. Our program is just a small step towards strengthening families and protecting children's rights. It's important that it's done. After all, it is known that the road will be mastered by the walking one.

Goal: Strengthening the prestige and role of the family in society.

1. Assistance to the family in the upbringing of children;
2. Psychological and pedagogical education of families;
3. Correction of family education;
4. Organization of family leisure;
5. Acquaintance with the legal documentation on the protection of the rights of the child.

The main directions in the work of the teaching staff with the families of students are the following:

• study of families and conditions of family education;
• propaganda of psychological and pedagogical knowledge;
• activation and correction of family education through work with the parent asset, differentiated and individual assistance to parents;
• generalization and dissemination of the experience of successful family education;
• Familiarity with the rights and responsibilities of parents and children.

In working with families, teachers are guided by principles:

• the objective nature of the study of the family;
• an integrated approach to the study of all characteristics of the family;
• identifying the specific features of the family and using them to enhance its educational potential;
• analysis of the real situation;
• the bilateral nature of the study of the family (parents, children);
• the implementation of the study of the educational activities of the family with the simultaneous study of the personality of the child, his upbringing;
• optimistic approach to the family;
• the unity of study with the practical implementation of the educational opportunities of the family and society;
• establishing unused reserves of family education.

Family diagnostics

Purpose: to identify opportunities, factors of family education that have the most positive impact on the child, and to establish sources of influence on children and possible ways to overcome them.

1. The study of family lifestyle.
2. Identification of the features of the situation of family education.
3. The position of children in the system of family relations.
4. Characteristics of the moral microclimate of the family, its traditions.
5. Identification of the relationship between family and school.
6. Search for ways to optimize the pedagogical interaction of the school, family and society.
7. Establishment of unused reserves of family education.

Forms of work with the family

I. Diagnosis of families. Drawing up a socio-pedagogical passport of class groups.

II. Parent support organization for school.

III. School of parents of future first-graders.

IV. Providing socio-pedagogical assistance to disadvantaged families.

Action Plan

I. Pedagogical lecture "About you and for you parents":

I quarter

All-school parent meeting: “Psychological and pedagogical problems in childhood”

II quarter

I stage of training - "Punishment and encouragement in the family: pros and cons";

II stage of education - "Family - a healthy lifestyle";

III stage of training - "The influence of the psychological climate in the family on the health of the child."

3rd quarter

I stage of education - "The health of our child: tips on how to maintain it";

II stage of education - "Education of industriousness and responsibility in a child in a family";

III stage of education – “Professional intentions and professional opportunities of high school students. Motives for choosing a profession.

IV quarter

All-school parent meeting: “The role of the family in the organization of educational work and leisure of children”

II. Parent conference "The role of mother in the life of a teenager" (grades 1-11);

III. Activities with students

1. I level of education:

Conversations with students on the topics:

“The meaning of the family in human life”;

“On respect for mother and father, grandparents, brothers and sisters”;

Learning poems and songs on these topics;

Do-it-yourself gifts for parents for the holidays;

Outdoor activities with parents.

2. II stage of education:

Conversations with students on the topics:

"Your native family"

"Fire of the hearth"

Gatherings, bachelorette parties, situational class hours “Your responsibilities in the family”, “You and your parents”, creative family exhibitions.

3. III level of education:

Thematic cool watch: “Before the mother in debt”, “Culture of behavior in the family”;

Evening discussions on the topics “Is this a personal matter - personal happiness?”, “How to save love?”

Essay competition on the topics “Everything beautiful on earth is from love!”, “A beautiful person means ...”, “Mothers and daughters”.

IV. Active participation in district and regional events on family education.

V. Acquaintance with the regulatory and legal documentation:

Family Code of the Russian Federation;

Convention on the Rights of the Child;

the Constitution of the Russian Federation;

School charter;

Regulations on KDN.

Program Implementation Stages

The program is designed for 3 years.

1st stage - preparatory (2005-2006 academic year)

Analytical and diagnostic activity.

Definition of strategy and tactics of activity.

2nd stage - practical (2006-2007 academic year)

Approbation and use in work in this area of ​​personality-oriented technologies, forms, techniques and methods of work, social and psychological and pedagogical support for the personality of the child.

3rd stage - generalizing (2007-2008 academic year)

Processing and interpretation of data for 3 years.

Correlation of the results of the program implementation with the set goals and objectives.

Determination of prospects and ways of further development of the work of the school on family education.

Estimated result

As a result of the program implementation, we expect:

Strengthening ties with the family;

Increasing the psychological and pedagogical education of parents;

Increasing the responsibility of parents for the upbringing and education of children.