Photo: Iakov Filimonov/Rusmediabank.ru

Mom and dad are the first people who help the baby adapt to a new world. Providing shelter and warmth, feeding on time, creating cleanliness and comfort around - this is only a small part of parental responsibilities, because the family plays a much larger role in the development of the child, in his formation as a full-fledged individual.

It is important for any child that his parents accept and love him for who he is. With a small nose, slightly slanted eyes, capricious, that is, anyone. Unconditional love is the basis through which a person develops adequate self-esteem, patience and respect for others, life crises are easier to bear, and life itself seems like an exciting journey.

The role of the mother

The most important task of a mother from a psychological point of view is to give her child a feeling of security from the first days of life. This sensation appears in the baby when he is next to her, in her arms, when his mother puts him to her breast. The baby's heartbeat calms down, breathing becomes more even. The child feels that everything will be fine, no one will hurt him. How the mother completes this task determines the child’s perception of the world around him as a whole - whether he should be trusted or not.

Usually, even before the baby is born, parents try to fill the nursery with toys, without even realizing that the most important “toy” for him at first will be his mother. She will take the baby in her arms, show him and talk about what surrounds him, introduce him to the world of tactile sensations through stroking, make funny faces and walk with him, and at night she will sing a lullaby, introducing the child to the world of sounds. It is precisely such simple and varied actions that help a new person to fully develop mentally.

The role of the dad

Many men believe that they cannot give their baby what their mother gives. Of course, the role of a mother in a child’s life is different, but this does not mean that a father should stand aside and wait for the moment when his son or daughter grows up and can begin to develop and raise them.

The formation of children's value system rests on men's shoulders. It is dads who manage to clearly explain what “is good and what is bad,” and tell the child what actions are worth doing and what not. Dad can raise a responsible and disciplined person.

At an early stage of a child’s development, one of the main functions of the father is to introduce him to the world and society. Who will let the baby ride a horse? Who will let you go down the slide for the first time and allow you to run through a puddle? Who better to tell you how to behave with children on the playground, how to cross the road correctly? Of course, dad.

The role of grandparents

At all times, grandparents have been invaluable helpers for young parents. Many years of experience in care and education turns out to be very invaluable, since all the subtleties will not be taught in courses or written in books.

The main task of the older generation is to transfer knowledge and accumulated experience. When grandmothers and grandchildren communicate, family relationships are established; children learn that their parents also have parents, who, in turn, had their own parents, and so on. Basically, only thanks to the older generation is generational continuity created.

In addition, the presence of an extended family creates a wider social circle for the child, because it is the grandparents who can be entrusted with the newborn.

Psychological atmosphere in the family

Any parent understands that screams and scandals in the family leave a negative imprint on the personality of a growing person. This happens because the child is particularly impressionable, and since his family is the whole world for him, everything that happens in it becomes a personal experience.

It is not uncommon for a child’s behavior to change dramatically, although there are no apparent reasons for this. He may become more moody, stop eating well, sleep more restlessly, or even get sick. Naturally, mom and dad try to help the baby in every possible way, looking for reasons, without even thinking that it was their conflictual relationships and disagreements that could be the source of such changes in the baby’s behavior. The child is unable to say in words what is bothering him. He expresses his emotions and experiences through changes in habitual behavior and illness. This is why a good and loving relationship between parents is so important.

The close relationship between the emotional status of the individual, his social relationships, on the one hand, and the characteristics of his interaction with his mother in childhood– on the other hand, it is deeply traced in the concept of classical psychoanalysis by S. Freud. Followers of the behavioristic approach have found that the level of emotional connections between an infant and his mother is largely determined by how often the child associates the image of the mother with the process of obtaining pleasure and reducing discomfort.

However, some psychologists have found that the main influence on personality development is not the degree to which the mother satisfies the child’s biological needs, but rather the early experience of emotional communication that the child acquires (E. Erikson). Numerous works of domestic psychologists note that in order to form a full-fledged member of society, capable of regulating his emotional life, in order to develop adequate self-esteem necessary for raising his own children in the future, a loving and understanding adult must always be next to the child. Obviously, it is possible to ensure such close, and most importantly constant contact, only in the family.

In Russian psychology, it has been established that the development of a child, his socialization, and transformation into a “social person” begins with communication with people close to him. Direct emotional communication between a child and his mother is the first type of his activity, in which he acts as a subject of communication. All further development of a child depends on what place he occupies in the system of human relations, in the system of communication. The development of a child directly depends on who he communicates with, what the circle and nature of his communication are. Observations by psychologists indicate that children’s need for communication does not appear automatically. It is formed gradually, depending on the conditions of existence. The decisive role in the formation and subsequent development of such a need belongs to the influence of surrounding people, primarily close adults.

Within the framework of understanding the family as a system, E. Berne considers family relationships, defining for each family member their roles and the characteristics of the influence of family members on each other. He defined three states of the “I” of the individual: the state of Parent, Adult and Child. The development of “I” states occurs in a certain order. After the birth of a child, his perception is focused on personal needs and comfort. Almost immediately the state of the “I” of the Child appears. The next state to develop is the “I” of the Parent. It is often first observed when Small child plays at parents, imitating their behavior. The Adult’s “I” state develops as the child tries to comprehend the world. By the age of eight, a child develops an idea of ​​his own value and the value of others. He decides what it means to him past experience and what roles he is going to play. This leads the child to accept psychological positions regarding himself: “I am good, you are good,” “I am bad, you are good,” “I am good, you are bad,” “I am bad, you are bad.”

The child’s acceptance of one or another psychological position is largely influenced by the extent to which the child’s thirst for communication and recognition is quenched through contacts. Usually this need is satisfied in the daily care of parents for the child. A smile, a nod of the head, a word, a frown, a gesture replace the feeling of some contacts. The lack of emotional contacts always negatively affects the child’s personality. Parents' inattention to the child's feelings and needs hinders the child's healthy development. Through the first sensations from positive or negative contacts, young children begin to catch messages about themselves, about their value. Children's first feelings about themselves appear to remain the most powerful force in their personal development, significantly influencing the psychological positions children take on the roles they play. Each personality has psychological scenario, containing a program for the performance of an individual life drama. This scenario is based on the instructions accepted by the child from the parents.

It should be emphasized that modern psychology quite clearly outlines the time frame of all the most important periods of individual development. Thus, for the first five years of a person’s life, the structure of his personality is mainly formed. During this period the child is especially vulnerable; physically, socially, emotionally dependent on a family in which his needs are fully or partially met. The leading role is played by the parents and other close relatives. The experience of relationships with them serves as a school of social communication for the child. During this period, he must acquire a sense of trust in the world around him and form a positive sense of self, which will subsequently serve as a support for the child to acquire new life experiences and guarantee the correct transition to the next phases of development. On the contrary, a lack of emotional communication deprives a child of the opportunity to independently navigate the direction and nature of the emotional relationships of surrounding adults and, in its extreme forms, can even lead to fear of communication.

Since an adult begins to communicate with a child when he is not yet capable of communicative activities, his behavior is the main condition for the formation of the child’s need for communication. In particular, M.I. writes convincingly about this. Lisin, emphasizing that it is precisely following the example of an adult that a child is ultimately drawn into this activity.

Foreign researchers pay attention to the connection between the close and warm relationship between mother and child in infancy and the child’s great independence in early childhood. There is also a connection between a deficit of emotional contact in infancy and aggressiveness in adolescence.

According to some scientists, there is a positive connection between maternal responsiveness and cognitive development baby. E. Erikson considers the close contact of a child with his mother in infancy to be the fundamental basis for the development of independence, self-confidence, independence and at the same time a warm and trusting attitude towards others. Included in these relationships, by the end of the first half of the year the child is already able to differentiate his own “I” from the “not I” of the mother. This period is considered the most sensitive in the development of relationships, called “attachment behavior.”

A number of researchers have found that children growing up in an atmosphere of rejection are characterized by increased efficiency, lack of control over emotional life, emotional immaturity, aggressiveness, antagonism, and higher excitability. According to V.I. Garbuzova, children over time begin to evaluate rejection as aggression on the part of their parents, it will stop with chronic psychotrauma, accompanied by anxiety and aggressiveness. Anxiety is modified into a feeling of inferiority, into a neurotic desire for overprotection, and aggressiveness, in the presence of an unconscious feeling of guilt, into auto-aggression.

Classification of types of violation family education observed in relation to children suffering from neuroses, neurosis-like conditions and character accentuations, suggested E.G. Eidemiller:

1. Indulging hyperprotection - the child is the center of attention of the family, and the family strives to satisfy his needs as fully as possible.

2. Dominant hyperprotection - the child is the center of attention of the parents, who devote a lot of time and effort to him, depriving him of independence, setting numerous restrictions and prohibitions.

3. Emotional rejection - ignoring the needs of the child, cruel treatment of him.

4. Increased moral responsibility - upbringing combines high moral requirements with inattention and lack of care on the part of parents.

5. Cruel treatment– parents do not strive to satisfy the child’s needs, while practicing cruel punishments for the slightest offenses.

6. Neglect - the child is left to his own devices, parents are not interested in him and do not control him.

A.S. Spivakovskaya identified three most important properties of the parental position, especially favorable for the development of the child:

1. Adequacy is the closest to an objective assessment of the mental and characterological characteristics of one’s child and the construction of education on this basis.

2. Dynamism - the ability to change methods and forms of communication and influence on the child in relation to the situation and living conditions of the family.

3. Predictiveness - the direction of educational efforts into the future, towards the requirements that the child’s future life will set for him.

An extreme option for disrupting the relationship between parents and children is the so-called maternal deprivation. This condition, characterized by severe psychological discomfort of the child, occurs in conditions of constant absence of the mother or severe rejection on her part. Both in theoretical and experimental studies devoted to the influence of the family situation on the formation of behavioral tendencies and personality traits in children, the enormous role of the mother is noted. W. Rogers writes that in the absence of the mother or in a situation where the child saw her extremely rarely, he felt emotional discomfort, cried more often, was stubborn, and aggressive.

Numerous studies have shown that the main condition for mental health is a warm relationship between a child and his mother at an early age, mutual joy and satisfaction from this relationship. Otherwise, the child experiences maternal deprivation. The great importance of the emotional contact of parents with the child can be judged both by the child’s immediate reactions to the separation, and by significant changes in his personality subsequently. Children separated from their parents often exhibit intense anxiety, a strong need for love, and a desire to take revenge on their parents, resulting in feelings of guilt and depression.

With maternal deprivation, even of a fragmented nature, disturbances in the emotional and social sphere of an individual’s life are observed.

The following typical points are indicated:

1. Superficial, shallow relationships with people;

2. Lack of warm feelings, inability to care about people;

3. Closedness, reluctance to communicate with people trying to help him;

4. Lack of emotions in cases where they are natural, emotional non-involvement;

5. Falsehood, desire to deceive, often unmotivated;

6. Tendency to steal;

7. Inability to concentrate on educational activities.

A.N. Prikhozhan, N.N. Tolstykh studied the characteristics of the response to a frustrating situation in children studying in a boarding school (where one can assume a broken relationship with their parents) and children in a public school based on S. Rosenzweig’s method of pictorial frustration. Analysis of the results showed that in children from a boarding school, compared to children from a regular school, reactions containing hostility, accusations, threats, and reproaches towards others significantly prevail. Children of mass schools are more likely to react primarily to satisfy needs, i.e. More constructive reactions prevail, the child himself tries to get out of the frustrating situation.

Numerous data indicate that the cold, unstable and superficial contacts typical of boarding schools and orphanages do not provide sufficient emotional comfort. Children in these institutions are deprived of the warmth they need so much, which significantly limits the development of the emotional mechanisms of the individual. As G. Goldfarb showed, children raised in boarding schools exhibit profound personality deviations. They are characterized by greater isolation in the social environment, a reduced ability to enter into meaningful relationships with other people, and lethargy of emotional reactions. There is a definition of this personality type as an “unemotional character.”

M.I. Lisina also noted that children raised in orphanages experienced a lag in the development of communication with peers in all respects. Interest and emotional attitude towards them were reduced, proactive actions appeared later and were more often colored by negative emotions. There were more negative manifestations in the behavior of pupils of closed institutions.

Studies have shown that as a result of distance from the family and a constant change of people who care for the child and to whom he becomes attached, the child begins to behave as if neither caring for him nor contacts with other people have any meaning for him, over time, he trusts others less and less, the child develops egocentrism and disinterest in social relationships. His contacts with other people are colored by emotions of aggression and hostility, because, without receiving love and warmth, the child cannot give them to people.

In children growing up outside the family, notes E.O. Smirnov, none of the known and typical forms of communication for preschool age were found.

At the same time, a clear interest in an adult, proactive actions addressed to him, heightened sensitivity to his attention and assessments indicate that children experience an urgent need for the attention and goodwill of an adult. The child is attracted to the adult himself, regardless of his level of competence or ability to establish joint activities. All contacts with an adult come down to seeking his attention and affection. The dependence of an adult’s self-esteem on how in previous periods he was assessed by people significant to him, in particular his parents, was described by E.T. Sokolova. She found that the level of self-esteem is significantly affected by disruption of family relationships. Children raised in boarding schools and orphanages, living in unfavorable living conditions, deprived of positive emotional communication with their parents, are characterized by a negative attitude towards themselves and low self-esteem. For teachers and psychologists, it becomes obvious that a child’s self-esteem, his attitude towards himself and his perception of himself largely determine his behavior and academic performance. Poor academic performance, disinterest in learning, low motivation, bad behavior largely due to low self-esteem. In such children there is increased level anxiety, they adapt less well to school life, find it difficult to get along with peers, study with stress.

Elena Pestrikova
The role of the family in the development of the child’s personality

It is generally accepted that the main institution of human upbringing, from his birth to his development as a mature personalities, was and remains family. Exactly at family The first steps are taken to educate the future person. A person learns his first life lessons in family, it is there that, under the influence of the current environment, the formation of his future character begins to take place. Family is that magic mirror in which, like in a fairy tale, all the vicissitudes are reflected personal and social life of its members, the level of moral development and the cultural level of a given people and nationality.

What child in childhood acquires family, he retains throughout his entire subsequent life.

Positive Impact family on the child’s personality is that no one except those closest to him family of people - mothers, father, grandmother, grandfather, brother, sister, does not apply the child is better, doesn't love him that much and doesn't care about him that much. And at the same time, no other social institution can potentially cause as much harm in raising children as it can do family.

U good parents good children grow up. How often do we hear this statement and how often do we find it difficult to explain what good parents are?

Future parents think that they can become good by studying specialized literature or mastering special parenting methods. Undoubtedly, pedagogical and psychological knowledge is necessary, but knowledge alone is not enough; kind, caring, attentive, loving attitude to the children. A readiness for self-sacrifice and gain is required, courage and perseverance are required to overcome difficult situations with a clear mind and a kind heart.

Parents play the most important role role in the life of every person. It is no coincidence that we mentally turn to them, especially to our mother, in difficult moments of life. At the same time, the feelings that color the relationship child and parents, - these are special feelings, different from others. Everyone's love baby to her parents is boundless, unconditional, limitless. Moreover, if in the first years of life love for parents ensures one’s own life and safety, then as one grows older, parental love increasingly performs the function of maintaining and security of a person’s inner, emotional and psychological world. Parental love is the source and guarantee of human well-being, maintaining physical and mental health. Lack of parental love for their child, heartlessness and selfishness, in turn, can become a source of enmity, hatred, contempt and a difficult fate for both parents and, possibly, their baby. That is why sincere unconditional love parents to to kid, love for the world, for people in general, is the key to the well-being of both children and their parents.

There are cases when grown-up children part with their parents psychologically, in a spiritual sense when emotional connections with the closest people are lost. Psychologists have proven that behind the tragedy of teenage alcoholism and teenage drug addiction are often parents who do not love their children. The most important and main requirement for family education is the requirement of love. It is very important here to understand that it is necessary not only to love baby and to be guided by love in your daily care for him, in your efforts to educate him, it is necessary that the child felt, felt, understood, was sure that he was loved, was filled with this feeling of love, no matter what difficulties, clashes and conflicts arose in his relationship with his parents or in the relationship of spouses with each other. Only if you are confident baby In parental love, the correct formation of a person’s mental world is possible; only on the basis of love can moral behavior be cultivated; only love can teach love.

Constant psychological contact with child- this is a universal requirement for upbringing, which can be equally recommended to all parents, and which is necessary in the upbringing of everyone child at any age. It is the feeling and experience of contact with parents that gives children the opportunity to feel and realize parental love, affection and care.

Sincere interest in everything that happens in life baby, sincere curiosity about his childhood, even the most trivial and naive problems, the desire to understand, the desire to observe all the changes that occur in the soul and consciousness of a growing person - the basis for maintaining emotional contact.

In the making child's personality The style of family education adopted in family values.

Psychologists identify 3 styles of family education: democratic, authoritarian, permissive.

Democratic parents value behavior child and independence, and discipline. They themselves give him the right to be independent in some areas of his life; without infringing on his rights, they simultaneously require the fulfillment of duties. Control, based on warm feelings and reasonable concern, usually does not irritate the teenager too much; he often listens to explanations of why one thing should not be done and another should be done. The formation of adulthood in such relationships takes place without any special experiences or conflicts.

Authoritarian parents demand unquestioning obedience and do not believe that they should explain the reasons for their instructions and prohibitions. They tightly control all areas of life, and they can do this not entirely correctly. Children in such families usually withdraw, and their communication with their parents is disrupted. Some teenagers go into conflict, but more often children adapt to the style family relations and become unsure of themselves and not independent.

The situation becomes more complicated if high demands and control combined with an emotionally cold, rejecting attitude towards to kid. A complete loss of contact is inevitable here. An even more difficult case is indifferent and cruel parents. Children from such families do not trust people, have difficulty communicating, and are often cruel themselves, although they have a strong need for love.

Combination indifferent A parental relationship with a lack of control is also an unfavorable option for family relationships. Children are allowed to do whatever they want; no one is interested in their affairs. Behavior becomes uncontrollable. And teenagers, no matter how much they rebel sometimes, need their parents as support; they need to see a model of adult, responsible behavior that they can follow.

Overprotection - excessive care for child, excessive control over his whole life, based on close emotional contact, leads to passivity, lack of independence, and difficulties in communicating with peers.

Difficulties also arise when parents have high expectations, which cannot be met. the child is unable. With parents who have inadequate expectations, spiritual closeness is usually lost during adolescence. The teenager wants to decide for himself what he needs and rebels, rejecting demands that are alien to him.

Thus we see that family is the cell of society in which the formation of a person entering life takes place, where he grows up and receives his first life lessons; in which he receives support and help, in which he learns to love the world and people, and about which he retains the kindest and brightest memories for the rest of his life, warming his heart and strengthening his bright will in the most difficult moments of life.

Family can expand those bright qualities of a person that already exist in him, are inherent in him from birth and help a person overcome and eradicate his shortcomings and vices, and this is precisely what great and bright role of family.

There are some intrafamily psychological commandments, which have great educational value:

Take an active part in life families;

Always find time to talk to child;

Be interested in problems baby arising in his life;

To help develop the child’s skills and talents;

Don't render on baby no pressure, thereby helping him make decisions independently;

Respect the right baby on your own opinion;

Have an idea about different stages in a child's life;

Respect the aspirations of all other members families make a career and improve yourself.

All great truths, as we know, can be expressed in a few words. These words in the question of how to behave with child, how to make him a worthy person, how to instill in him a love of knowledge, the desire for improvement and helping people can serve as words: “If you sincerely love your child, the rest will follow.” I would like current and future parents to understand this and understand the great power of pure, sincere and purifying love.

Consultation for preschool parents
“The role of the family in the development of a preschool child”

The family is the most important institution of society, a microgroup in which growing up occurs little man: both physical and spiritual. It is with close adults (mom, dad, grandmother and others) that the child meets in the first stages of his life and it is from them and through them that he gets acquainted with the world around him, hears human speech for the first time, begins to master the objects and tools of his activity, and subsequently comprehend a complex system of human relationships, a child’s communication with adults is a fundamental determinant of the mental development and mental health of children.

Preschool pedagogy considers the family as a subject of educational activity and, therefore, is focused on the importance of the family in the formation of personality, on its educational potential and educational needs, on the content and forms of interaction between kindergarten and family in the educational process. The upbringing of preschool children is carried out in the family and preschool institutions.
To form a full-fledged member of society, capable of regulating his emotional life, for him to develop adequate self-esteem necessary for raising his own children in the future, a loving and understanding adult must always be next to the child. Obviously, it is possible to ensure such close, and most importantly constant contact only within the family.

The development of a child, his socialization, transformation into a “social person” begins with communication with people close to him. Direct emotional communication between a child and his mother is the first type of activity in which he acts as a subject of communication.

All further development of a child depends on what place he occupies in the system of human relations, in the system of communication. The development of a child directly depends on who he communicates with, what the circle and nature of his communication are.

Children's need for communication does not appear automatically. It is formed gradually, depending on living conditions, on the influence of surrounding people, especially close adults.

A smile, a nod of the head, a word, a gesture or an arrogant look, a cry - replace the feeling of some contacts. The lack of emotional contacts always negatively affects the child’s personality. Parents' inattention to the child's feelings and needs hinders the child's healthy development.

In the first sensations from positive or negative contacts, children begin to pick up messages about themselves, about their value. Children's first feelings about themselves remain the most powerful force in their personal development, significantly influencing the psychological positions that children take and the roles they play.

In the first 5 years, a person develops the most important thing - his personality structure. During this period the child is especially vulnerable; physically, socially, emotionally dependent on the family, in which his needs are fully or partially met.

The experience of relationships with them serves as a school of social communication for the child. A lack of emotional communication deprives a child of the ability to independently navigate the direction and nature of the emotional relationships of surrounding adults and, in its extreme forms, can even lead to fear of communication.

Since an adult begins to communicate with a child when he is not yet capable of communicative activities, his behavior is the main example in communicating with other people.

Statistics show: in those families where there was a close and warm relationship between mother and child, children grow up independent and active. In those families where there was a deficit of emotional contact in the early years of the child, in adolescence the children were distinguished by isolation and aggressiveness.
In communicating with children and adults, the child masters the norms and rules of behavior and relationships, understands their expediency and necessity.

In a family environment, an emotional and moral experience unique to it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and towards activities. Preferring one or another system of assessments and standards of values ​​(material and spiritual), the family largely determines the level and content of emotional and social moral development child.

A preschooler's experience can be very different. As a rule, it is complete and versatile in a child from large and friendly family, where parents and children share a deep relationship of responsibility and mutual dependence. In these families, the range of affirmed values ​​is quite wide, but the key place in them is occupied by the person and the attitude towards him.
Emotional experience may be significantly limited in a child from single-parent family(in the absence of one of the parents) or in the absence of brothers and sisters. Insufficient real practice of participation in the lives of other children, elderly people who need to be taken care of is important factor, narrowing the scope of emotional experience.

The experience gained in a family environment can be not only limited, but also one-sided. Such one-sidedness usually develops in conditions where family members are concerned with the development of certain qualities in the child that seem exclusively significant, for example, the development of intelligence (mathematical abilities, etc.), and at the same time no significant attention is paid to other qualities necessary for the child as a future citizen.

Finally, a child's emotional experience can be heterogeneous and even contradictory. This situation, as a rule, occurs when the value orientations of the main family members (especially parents) are completely different. An example of this kind of upbringing can be given by a family in which the mother instills sensitivity and responsiveness in the child, and the father considers such qualities to be a relic and “cultivates” only strength in the child, elevating this quality to the rank of paramount ones.

There are parents who are firmly convinced that in our time - the time of scientific and technological achievements and progress - many moral standards behavior has exhausted itself and is not necessary for children; some people instill in a child such qualities as the ability to stand up for himself, not to be offended, and to fight back. “They pushed you, and why can’t you respond in kind?” - they ask children in these cases. In contrast to kindness, sensitivity, and understanding of others, children often develop the ability to thoughtlessly use force, resolve conflicts by suppressing others, and have a disdainful attitude towards other people.

Family education plays an important role in the development of the intellectual abilities of a child of early preschool age. According to many psychologists, the foundations of all necessary life skills are laid in the family.

Despite their busy schedule and lack of time, parents must take an active part in the child’s life with great responsibility, interest and desire, starting from early age.

The time we can give to children is more useful and more valuable to them than any toy.
Parents can help develop skills such as: developing the child’s “manual skill” necessary for writing. Let your child sculpt more, cut out pictures, assemble small mosaics, color pictures, but at the same time pay attention to the quality of coloring. For a child, this is necessary not only in special classes in the garden, but also in independent activity guys at home. After all, parents are the authority for their child in everything, both in actions and in words.

The development of the intellectual sphere will be most productive if such moral and volitional qualities as perseverance, hard work, perseverance, discipline, attention, curiosity, etc. are formed.

An important task for parents is to teach their child to finish what they have started, whether it be labor or drawing, it doesn’t matter. This requires certain conditions: nothing should distract him. Much depends on how the children prepared their workplace. For example, if a child sat down to draw, but did not prepare everything necessary in advance, then he will be constantly distracted: he needs to sharpen pencils, select the appropriate piece of paper... As a result, the child loses interest in the plan, wastes time, or even leaves the task unfinished.

The attitude of adults towards children's affairs is of great importance. If a child sees an attentive, friendly, but at the same time demanding attitude towards the results of his activities, then he himself treats them with responsibility.

It is with close adults (mom, dad, grandmother and others) that the child meets in the first stages of his life and it is from them and through them that he gets acquainted with the world around him, hears human speech for the first time, begins to master the objects and tools of his activity, and subsequently comprehend complex system of human relationships. A child’s communication with adults is a fundamental determinant of the mental development and mental health of children. In normal everyday life, a child is surrounded by the attention and care of nearby adults, and, it would seem, there should be no reason for concern. However, even among children raised in families, there is a very high percentage of mental illnesses, including neuroses, the appearance of which is due not to hereditary, but to social factors, i.e. The causes of the disease lie in the sphere of human relationships.
Placing children at an early age (up to 3 years) in a nursery preschool or attracting a nanny to raise them is a strong psychologically traumatic event, since such children are not yet ready for separation from their mother: a two-year-old child has a highly developed sense of attachment to his mother, community, unity with her (considers himself only in unity with his mother - the category “WE” ). In a situation of normal emotional communication between a child and his mother, by the age of 3, children develop a sense of “I”, i.e. perception of oneself as a separate individual, the feeling of dependence on parents gradually decreases. With frequent and long-term separations from their mother (placement in a nursery or sanatorium), the need for affection increases in young children, which can lead to neurotic reactions. On average, only by the age of 3 does a child develop a desire to “break up” with his mother and become more independent. In addition, at this age there is already a persistent need to communicate with peers, in joint games with other children. Therefore, a child aged 3 years can be placed in kindergarten without risking his mental health.
The family dominates the development of a child’s personality from birth to three years. As the child grows older, the role of the family in the development of the child gradually decreases; it is especially strong in the first years of the child’s life. In infancy, the primary influence on the child is exerted by the mother or the person who replaces her, who directly cares for the child and constantly communicates with him. In general, the family begins to actively influence the child from an early age, when he masters speech, walking upright and gets the opportunity to enter into various contacts with different members of the family. IN early years family educational influence mainly comes down to various influences on the emotional sphere of the child, as well as on his external behavior: submission to basic disciplinary and hygienic norms and rules. IN preschool age To the described family influences are added those aimed at nurturing in the child curiosity, perseverance, adequate self-esteem, desire for Joy, responsiveness, sociability, kindness, as well as moral qualities personalities that are primarily manifested in relationships with people: decency, honesty, etc. Here, not only adults, but also peers begin to take part in raising a child
Upon entering school, the educational influence of the family weakens somewhat due to the fact that the school successfully begins to compete with it. The child now spends a significant part of his time outside the family among teachers and peers, communicating with them in various situations and on various occasions. Family impact on personal development The child’s size not only becomes relatively smaller, it changes qualitatively. Adult family members consciously focus their attention on nurturing in the child such personality traits that are necessary for successful learning and communication with various people at school and outside the home. During my studies at junior classes The influence of Skoda and family nevertheless remains approximately the same.
During adolescence, the situation changes radically. The personal developmental influence of school and extracurricular communication increases compared to the influence of intrafamily communication, and adolescence in this regard is a transitional period from childhood to adulthood. Some of the children adolescence still remains under the strong and dominant educational influence of the family; some leave it already at the beginning of adolescence. Therefore, in terms of individual differences, this age also seems to be transitional and one of the most difficult. If family members close to the child treat him with due understanding, if good, trusting relationships have been established between the teenager and his parents (grandparents, brothers, sisters, etc.), then the family can remain the dominant positive institution for a long period of growing up. socio-psychological influences. If these relationships are far from those described, contradictory and conflicting, then the family may lose its positive educational role already at the very beginning of adolescence, and then a half-child, still weak in personal terms, may find himself in the sphere of far from the best influences of the street.
With the transition to early adolescence, the impact of non-family educational institutions begins to prevail over family ones for the vast majority of children. The further process of development of the child’s personality, starting from this time, acquires purely individual characteristics and directly depends on the circle of people with whom the boy or girl communicates, as well as on the situations in which communication takes place, and on its nature.

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


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


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


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


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


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


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


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


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


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

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