Photo: Iakov Filimonov/Rusmediabank.ru
Mom and dad are the first people who help the baby adapt to a new world for him. Providing shelter and warmth, feeding in time, creating cleanliness and comfort around - this is only a small part of parental responsibilities, because the family plays a much greater role in the development of the child, in becoming a full-fledged personality.
It is important for any child that parents accept and love him for who he is. With a small nose, slightly slanting eyes, capricious, that is, anyone. Unconditional love is the basis due to which a person develops adequate self-esteem, patience and respect for others, life crises are easier to endure, and life itself seems like an exciting journey.
The role of mother
The most important task of the mother from a psychological point of view is to give the child a sense of security from the first days of life. This sensation appears in the baby when he is next to her, in her arms, when the mother puts him to her chest. The baby's heartbeat calms down, breathing becomes more even. The child feels that everything will be fine, no one will offend him. How the mother performs this task depends on the child's perception of the world around him as a whole - whether he should be trusted or not.
Usually, even before the birth of a baby, parents tend to fill the nursery with toys, not even realizing that the mother will become the most important “toy” for him at first. She will take the baby in her arms, show and tell about what surrounds him, introduce him to the world of tactile sensations through strokes, make funny faces and walk with him, and sing a lullaby at night, introducing the child to the world of sounds. It is these simple and varied actions that help the new man to fully develop mentally.
The Role of the Pope
Many men believe that they cannot give their baby what a mother gives. Of course, the role of the mother in the life of the child is different, but this does not mean that the father should be on the sidelines waiting for the moment when the son or daughter grows up and it will be possible to develop and educate them.
The formation of the value system of children lies on men's shoulders. It is dads who manage to clearly explain what is “good and what is bad”, to tell the child what actions are worth doing and which are not. The Pope is able to raise a responsible and disciplined person.
At an early stage of a child's development, one of the main functions of a father is his acquaintance with the world, with society. Who will let a kid ride a horse? Who will let you go down the hill for the first time and let you run through the 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 upbringing turns out to be very priceless, since all the subtleties will not be told in the courses and will not be written in books.
The main task of the older generation is the transfer of knowledge and experience. When grandmothers and grandchildren communicate, tribal relations are established, children learn that their parents also have parents, those, in turn, had their own parents, and so on. Basically, it is only thanks to the older generation that the continuity of generations is created.
In addition, the presence of an extended family creates a wider circle of communication for the child, because it is the grandparents who can be trusted with a 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 characterized by a special impressionability, 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 baby's behavior to change dramatically, although there are no apparent reasons for this. He may become more cranky, stop eating well, sleep more restlessly, or even fall ill. Naturally, mom and dad are trying to help the baby in every possible way, looking for reasons, without even thinking that it was their conflicting relationships, disagreements that could be the source of such changes in the baby's behavior. The child is unable to put into words what is bothering him. He expresses his emotions, experiences through a change in habitual behavior, illness. That is why good and loving relationship between parents.
To form a full-fledged member of society, able to regulate his emotional life, to develop adequate self-esteem in him, which is necessary for raising his own children in the future, an adult who loves and understands him must constantly be next to the child. It is obvious that such close, and most importantly, constant contact is possible only in the family.
The development of the child, his socialization, the transformation into a "social person" begins with communication with people close to him. Directly - the emotional communication of the child with the mother - the first type of his activity, in which he acts as a subject of communication.
All further development of the 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 is the circle and nature of his communication.
Children's need for communication does not appear automatically. It is formed gradually, depending on the conditions of existence, on the impact of the surrounding people, primarily close adults.
A smile, a nod of the head, a word, a gesture or a haughty look, a cry - replace the feeling of some contacts. The lack of emotional contacts is always negatively reflected in the child's cash. Parental inattention to the feelings and needs of the child interferes with his healthy development.
In the first sensations from positive or negative contacts, children begin to catch 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, the roles they play.
In the first 5 years, the most important thing is formed in a person - the 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 satisfied. The experience of relationships with them serves as a school of social communication for the child.
The lack of emotional communication deprives the child of the opportunity to independently navigate the direction and nature of the emotional relations 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 activity, his behavior is the main example in communicating with other people.
Statistics show that 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 early age child, in adolescence The children were reserved and aggressive.
In communicating with children and adults, the child masters the norms and rules of behavior, relationships, understands their expediency and necessity.
Relationships with adults should be trusting, friendly, but not equal. The child understands: he still does not know much, does not know how; an adult is educated, experienced, so you need to listen to his advice, words. However, at the same time, the child sees that adults are not always right, that the behavior of many does not at all correspond to moral principles. The child learns to distinguish the bad from the good. Any manifestation of creativity, initiative, independence is supported. In the family, the child learns to express his opinion, has the right to argue, prove, reason.
Whatever the child, he needs recognition of his individuality and the support of loving parents.
Intra-family relations play a special role in the formation of personality.
Intra-family relations have such relatively independent characteristics inherent only to them that make family education the most adequate form of education, especially at an early age. This is achieved by the fact that intra-family relations involve direct contact of individuals, in contrast to other social relations, the subjects of which can be separated by spatial and temporal intervals.
Factors of influence on relationships in the family and, consequently, on the formation and development of the personality of the child, according to numerous observations, are:
The composition of the family and its structure, the nature of the relationship in it, especially between father and mother;
Coordination of family roles and support by family members of the order prevailing in the house and established norms;
Educational level of parents, compatibility and general psychological atmosphere in the family;
Attitude towards children from mother and father, their influence.
Adults themselves serve as models of behavior, first of all, their actions, relationships. Children, as you know, are distinguished by their ability to imitate. They adopt the manners of an adult, borrow from them an assessment of other people: whom to love, whom to avoid, with whom to more or less reckon, to whom to express their sympathy or antipathy.
After the emergence of an emotional attitude towards oneself and primary identification with one's gender, a new, socially necessary education arises in the child - the desire to meet the requirements of adults, the desire to be recognized. The positive side of this striving is the moral sense or conscience.
moral formation personalities organize the knowledge that the child receives, the moral habits of behavior with other people, the emotional experiences of their success or failure in relationships with others.
For the formation of strong spiritual contacts between parents and children, a high level of mutual awareness between them, trust and respect for each other, mutual understanding, a friendly style of communication and an adequately positive assessment of the child by parents are necessary.
The absence of these conditions leads to many deviations in the development of the personality: low social activity, negative forms of behavior, irritability, depressed mood, deform self-esteem and sex-role behavior.
If adults negatively evaluate the actions or results of children's activities, then the latter may develop inferiority complex. In this situation, the child becomes inactive, afraid to do something wrong, feels insecure in his own abilities.
On the contrary, if parents approve the actions of their child, if they act in concert, the child feels confident in his abilities and in adults close to him, is not afraid to take the initiative, at the same time he learns to manage his actions and deeds in accordance with moral standards.
The less warmth and affection a child receives, the slower it develops as a person. Even insufficient attention, low frequency of communication between parents and children (hypoguardianship) often causes sensory hunger in children, underdevelopment of higher feelings, infantilism of the personality.
This can lead to a lag in the development of intelligence, poor school performance, and mental health problems. Since the child's consciousness is prone to one-sided conclusions and generalizations due to limited life experience, the child has a distorted judgment about people.
Trying to somehow adapt to a difficult situation, to avoid the cruelty of elders, children are forced to resort to vicious means of self-defense: lies, tricks, hypocrisy. This often explains cases of unmotivated cruelty and aggressive behavior of some children.
6.Family as a social institution
The family, as the oldest institution of human society, has gone through a difficult path of development - from tribal forms of hostel, when a person alone could not survive at all, through big family uniting several generations under one roof, to a nuclear family consisting only of parents and children.
From time immemorial, there have been traditional functions of the family.
The family was an economic unit, and from this point of view, it was simply necessary to live in a family. A man without a family was considered offended by fate and God. The family was held together by the greatest moral authority. Such authority was usually enjoyed by the traditional head of the family. Therefore, even a weak-willed father was respected and obeyed by the children, a not very successful husband enjoyed female confidence, a not-too-intelligent son was given an unspoken, self-evident seniority from his father. severity family relations based on traditional moral principles.
Today, the first thing that distinguishes the modern family is the new structure. An urban family, as a rule, is small - one or two generations. The psychological center has shifted in it: if earlier everything was based on family relations, the strongest were the ties between children and parents, now it is mainly on marital relations, and parental relations (although their importance is very great) have faded into the background.
However, in large cities over 50% of marriages fail. Moreover, more than 1/3 of disintegrating families living together lasted from several weeks to 4 years, i.e. quite a short time. Instability leads to the growth of incomplete families, reduces parental authority, affects the health of adults and children.
To the phenomenon of family instability, one should add its disorganization, i.e. an increase in the number of so-called conflict families, where the husband and wife live in constant conflict, and the upbringing of children in an atmosphere of quarrels and scandals leaves much to be desired. These factors include the new social position of a woman, her economic and social independence.
Research by scientists of the picture of real family types made it possible to highlight:
patriarchal-modernized,
detocentric
marital,
maternal and
Incomplete types of families.
Patriarchal-modernized type of family: characterized by the relative preservation of the form of dominance and family relations, characteristic of the patriarchal type of family with strict regulation of role strategies under male power; this type of family is focused on medium and large families.
Detocentric family type: has a highly developed system of moral, material psychological guardianship of the older generation of the younger; parents experience an exaggerated sense of duty towards their children, which leads to serious negative consequences(slowdown in the formation of the child's personality, interpersonal alienation between parents and children, etc.); the family is child-oriented.
Matrimonial type of family: relationships are determined mainly not by kinship, not by parenthood, but by marriage with the obligatory highlighting of personal aspects; mutual support and interest of all family members of this type in the fate of each create optimal conditions for harmonious activities within the family; Parent-child relationships are based on the principles of mutual respect and friendship.
Maternal family type: as a celibate form of the family, it is characterized by a child-centric orientation, as it is created by a woman in the name of a child.
Incomplete family type: as a fragment of a traditional, child-centric, married family.
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MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA
Federal State Budgetary Educational Institution of Higher Professional Education
"Udmurt State University"
Branch of the federal state budgetary educational institution higher professional education
"Udmurt State University" in the city of Votkinsk
(branch of FGBOU VPO "UdGU" in Votkinsk)
Test
on the course "Psychology of Development"
topic: "The role of the family in the development of the child"
Checked by teacher:
Novgorodova Yu.O.
Completed by a student
Kulikova Elvira Mudarisovna
Votkinsk 2012
WITHcontent
Introduction
1. The influence of the family on the development of the child
2. Parental love
4. The role of mother and father in the development of the child
6. Classification of styles parental behavior
Conclusion
INconducting
As a rule, the family has the greatest influence in the early stages of the process of personality development. The development of the child and help to him cannot be separated from the realities of modern life. The relationship between parents is always closely related to the nature of the relationship between the parents themselves, the way of life of the family, health, well-being, and its happiness.
The family for the child is the place of birth and the main habitat. In his family, he has close people who understand him and accept him for who he is - healthy or sick, kind or not, flexible or prickly and impudent ... - he belongs there.
It is in the family that the first steps are taken to educate the future person, to instill in him certain qualities, ideas and views. In the family, the child receives the basics of knowledge about the world around him, and with the high cultural and educational potential of his parents, he continues to receive not only the basics, but also the culture itself all his life. The family is a certain moral and psychological climate; for a child, it is a school of relationships between people.
What a child acquires in the family in childhood, he retains throughout his subsequent life. It is in the family that ideas about good and evil, about decency, about a respectful attitude towards material and spiritual values are formed.
However, the family is fraught with certain difficulties, contradictions and shortcomings of educational influence. And no other social institution can potentially do as much harm in raising children as the family can. Based on the specifics of the family as a personal environment for the development of the child's personality, the question arises of how to do so in order to maximize positive and minimize negative influences families to raise a child.
1. INinfluencefamilies in child development
It is known that a person acquires value for society only when he becomes a person, and this formation requires constant purposeful, systematic impact.
It is the family, with its constant and natural nature of influence, that has a decisive influence on the formation of character traits, attitudes, beliefs, and the worldview of the child.
Therefore, the educational function of the family is one of its most important functions.
In general, it can be concluded that the tasks of the family:
To create maximum conditions for the growth and development of the individual,
Provide socio-economic and psychological protection of a person,
To convey the experience of creating and maintaining a family, raising children in it and relating to elders,
To teach children useful applied skills and skills aimed at self-care and helping loved ones,
Cultivate self-esteem, the value of one's own "I".
Within the framework of the family, a special type of education is carried out - family education. Family education is a system of interaction that develops between parents, their children and other relatives, during which experience is transmitted, education and comprehensive formation of the personality (Radugin A.A.).
Life in the family itself teaches a preschooler, and then a schoolchild, a lot, a lot. Since family education is inconceivable without parental love for children and the reciprocal feeling of children for their parents, it is more emotional in nature than any other education. Family brings people together different ages gender, often with different professional interests. This allows the child to fully express their emotional and intellectual capabilities.
A characteristic feature of the educational influence of the family on children is its stability. Usually right attitude parents to the upbringing of children early and preschool age positively reflected later on their educational, labor and social activity. Conversely, insufficient attention of parents to the upbringing of children younger age negatively affects their social activity even when they are already studying at school.
The family has an active influence on the development of spiritual culture, on the social orientation of the individual, and on the motives of behavior. Being a micromodel of society for the child, the family turns out to be the most important factor in the development of a system of social attitudes and the formation of life plans.
Based on the foregoing, we can conclude that family education should be based on the following principles:
§ love, humanity and mercy for the child,
§ constant attention and care for a growing person,
§ involvement of children in the life of the family as its equal participants,
§ openness and trust in relationships with children,
§ consistency in their requirements,
§ providing all possible assistance to the child, willingness to answer all his questions.
2. parental love
Parents are the most important subject of human education. It is no coincidence that we mentally turn to parents, especially mothers, in a difficult moment of life. The specificity of the feelings that arise between children and parents is determined mainly by the fact that parental care is necessary to maintain the very life of the child. The need for parental love is truly a vital need of the little human being. 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 protecting the inner, emotional and psychological world of a person.
That is why the first and main task of parents is to create confidence in the child that he is loved and taken care of (Radugin A.A.).
And yet, emphasizing the need to create in the child confidence in parental love is dictated by a number of circumstances. It is not so rare that children, having matured, part with their parents. Break up in the psychological spiritual sense when emotional ties with the closest people are lost.
Psychologists have proven that parents who do not love their children are often behind the tragedy of teenage alcoholism and teenage drug addiction.
The main requirement for family education is the requirement of love. But here it is very important to understand - it is necessary for the child to feel, understand, be sure that he is loved, be filled with this feeling of love, no matter what difficulties, clashes and conflicts arise in his relationship with his parents or in relation to spouses with each other (Radugin A.A.).
Only with the confidence of the child in parental love and the correct formation of a person’s personality is possible, only on the basis of love can moral behavior be educated, only love can teach love.
The emotional attitude of parents to a child is qualified as a phenomenon of parental love. In the continuum of values of the emotional attitude of parents to the child, several options for relationships can be distinguished - from an unconditionally positive to an openly negative pole:
unconditional emotional acceptance of the child (love and affection "no matter what").
Unconditional acceptance involves differentiation by parents of the child's personality and behavior.
A negative assessment and condemnation by parents of specific actions and actions of a child does not entail a denial of his emotional significance and a decrease in the inherent value of his personality for parents.
This type of emotional attitude is most favorable for the development of the child's personality, since it ensures the full satisfaction of the child's needs for security, love, and care.
Conditional emotional acceptance (love, due to the achievements, virtues, behavior of the child). In this case, the child must earn his success, exemplary behavior, fulfillment of requirements. Love acts as a blessing, a reward that is not given by itself, but requires labor and effort. Deprivation of parental love is a fairly commonly used form of punishment in such cases. This type of parental attitude provokes anxiety and insecurity in the child.
Ambivalent emotional attitude towards the child (a combination of positive and negative feelings of hostility and love).
Indifferent attitude (indifference, emotional coldness, distance, low empathy). This position is based on the immaturity of the maternal position, infantilism and personal immaturity of the parents themselves).
Hidden emotional rejection (ignoring, emotionally negative attitude towards the child).
Open emotional rejection of the child.
3. Roli mmother and father in child development
Parents perform a variety of educational tasks, replacing and complementing each other. Complementarity is associated with the specifics of the performance of male and female social roles in family.
The development of the emotional sphere of the child, the upbringing of his moral qualities depends, first of all, on the female role of the mother. In the family, it is the woman-mother who creates the emotional climate, satisfies the daily needs of children, accustoms them to family traditions.
The mother in her behavior should demonstrate purely feminine traits - gentleness, tolerance, kindness, the ability for emotional support and empathy, and the father - such traits as energy, self-confidence, strength, intelligence, efficiency.
Children in such a family easily learn models of male and female behavior, painlessly go through crises of psycho-sexual development. The "first man" in a girl's life is her father. It is with him that she will compare the behavior of her friends, fiancé, husband. For a boy, the "first woman" is his mother. A mother who allows herself to physically punish a child, suppresses him emotionally, rigidly indicates what and how to do, forms a distorted idea of women in general in the child. In the future, it will be difficult for him to find a life partner for himself, since in his behavior there is dependence, the desire to obey, lack of initiative.
Father's role in the process family education specific. E. Fromm, analyzing the psychology of fatherhood, emphasizes that the father represents the world to the child, thoughts, things created by human labor, law, order and discipline. Fromm argues that the father is necessary for the child throughout his development. Fathers are the primary educators of discipline and independence. A father is a source of security for a child. The role of a father who actively communicates with children and has authority over them is irreplaceable.
The absence of a man in the family has a negative impact on the development of the child (especially the boy). According to Grigorovich L.A. and Martsinkovskaya T.D. this may appear as follows:
in violation of the harmonious development of the intellectual sphere (the mathematical, spatial, analytical abilities of the child suffer due to verbal abilities);
in a less clear process of gender identification of boys and girls;
in the difficulty of teaching adolescents the skills of communication with the opposite sex;
· in a possible excessive attachment to the mother, since there is no family member who could "tear the child from the mother."
Also, the child may develop guilt and inferiority complexes due to the mother's misbehavior during the divorce period (the child may decide that he is the reason for the father's departure from the family).
The first five years of life play a decisive role in the development of masculine traits in a boy and femininity traits in a girl. Boys raised by the same mother either develop "feminine" character traits, such as greater dependence, preference for games and activities traditionally characteristic of girls, or, conversely, the development of "compensatory masculinity", which is characterized by a combination of exaggerated "masculine" behavior with a dependent character, often seen in young offenders. Girls who have lost their father in their childhood show insecurity in communicating with men, they do not have “feminine” behavior.
Psychoanalysts have also described the importance of feelings of love and hate towards parents for the overall development of the child.
Children at the age of 3 - 5 years begin to experience sexual attachment to adults, and above all to their parents, and the child strives for a parent of the opposite sex. Z. Freud called such attachments: the Oedipus complex - in boys and the Electra complex - in girls.
Any person for normal development needs both paternal and maternal love. He needs a fair assessment of his dignity, he also needs unconditional acceptance and understanding. Any shift towards the predominance of one of the types of love - paternal or maternal - leads, as a rule, to a violation of behavior.
The father and mother in the eyes of the child should have authority. The meaning of authority lies in the fact that it does not require proof, but is accepted as the undoubted dignity of the elder, as his strength and value, visible to a simple child's eye.
The authority of parents is the high significance and recognition of the personal qualities and life experience of the father and mother in the eyes of children and the power of parental influence on their actions and behavior based on this: obedience and implementation by children of instructions or advice from parents, carried out not out of fear of them or material interest , but recognizing their fairness and expediency.
They strive to be obeyed - this is their goal. In fact, this is a false goal.
authority of love - the desire to show their love for the child every day and everywhere and the expectation of a demonstration of the child's love for them; the authority of kindness - excessive softness, kindness, compliance towards the child;
Real parental authority, according to Makarenko, is based on the example of the life and work of parents, their behavior, knowledge of the lives of their children and the desire to come to their aid unobtrusively, unobtrusively, untiringly, giving them the opportunity to independently get out of a difficult situation, forming their own character.
5. Classificationparenting styles
One of critical factors that form the harmoniously developed personality of the child are the educational positions of the parents, which determine the general style of education. Parents' educational positions are the nature of the emotional attitude of the father and mother to the child. The following main types of parent-child relations are distinguished in terms of the distance between them.
1. "Optimal distance" ("respect").
Emotionally balanced attitude towards the child (the optimal style of parental behavior): parents perceive the child as an emerging personality with certain age, gender and personality characteristics, needs and interests. The basis of these relationships is respect for the child by adults. Parents express their feelings, categorical and perseverance to the child, but at the same time retain the degree of freedom and independence necessary for him. The adult perceives the child as a person. Interpersonal relationships between parents and children are built on the basis of interaction and mutual understanding.
2. "Shortened distance" ("fusion").
Concentration of attention of parents on the child (undesirable style of parental behavior): the family exists for the sake of the child. Parents show constant overprotection towards the child. They constantly control the behavior of the child, limit his social contacts, seek to give advice, impose communication. In this case, the parent positions are as follows:
Excessive compliance;
Inadequate understanding of the child's personality;
Relationship with the child, as with a baby (not taking into account its age characteristics);
Inability to adequately perceive the degree of social maturity and activity of the child;
Inability to lead children;
Spiritual remoteness of the father and mother from the child.
3. "Increased distance" ("alienation").
Emotional distance between parents and child (undesirable parenting style). Distance means the psychological remoteness of adults from children - rare and superficial contacts with the child, emotional indifference to him. Relationships between parents and children do not bring mutual satisfaction, since they are basically oriented by adults to “find justice for the child”, not understanding his individual characteristics, needs and motives of behavior.
G. Kraig proposes the following classification of styles of parental behavior, identified on the basis of the ratio of two factors influencing a child in a family - parental control and parental warmth.
Authoritative style of parental behavior - a way of parental action that is distinguished by firm control over children and at the same time encouraging communication and discussion within the family of the rules of behavior established for the child. The decisions and actions of parents do not seem arbitrary or unfair to children, and therefore they easily agree with them. Thus, a high level of control is combined with warm relations in the family. The result: Children are superbly adjusted, self-confident, have self-control and social skills, do well in school and have high self-esteem.
The authoritarian style of parental behavior is characterized by a high level of control, cold relations with children. Parents are closed to constant communication with children; establish strict requirements and rules, do not allow their discussion; allow children to be independent of them only to a small extent. Result: Children tend to be withdrawn, fearful or sullen, unassuming and irritable. Girls during adolescence and early adulthood usually remain passive and dependent; boys can become uncontrollable and aggressive. liberal style ( low level control, warm relations) - a way of action of parents, characterized by a complete lack of control over children with good, cordial relations with them. Many liberal parents become so engrossed in demonstrating "unconditional love" that they cease to perform direct parental functions, in particular, to set prohibitions for their children. Result: Children tend to be self-indulgent, impulsive, and often misbehave in public. In some cases, they become active, determined and creative people.
The indifferent style of parental behavior is characterized by low control over the behavior of children and the lack of warmth and cordiality in relations with them. Parents who are characterized by an indifferent style of behavior do not set limits for their children, either due to a lack of interest and attention to children, or because hardships Everyday life do not leave them time and energy to raise children. If the indifference of the parents is combined with hostility, nothing prevents the child from giving free rein to his most destructive impulses and showing a tendency to deviant behavior.
Wconclusion
Comprehensive assistance in the development of the child means the creation of such conditions under which his physiological, emotional and intellectual needs will be satisfied to a sufficient extent and at the required quality level. The result of such upbringing is the health of the child, his happiness and well-being.
Of course, the role of family education in the formation of character, attitudes, habits is not absolute - self-education plays an important role, as well as the role of out-of-family education that a person receives while living in society. But the family can expand those bright qualities of a person that are already in him, inherent in him from birth and help a person overcome and eradicate his shortcomings and vices, and this is precisely the great role of the family.
But I believe that the most natural and most necessary of all the duties of a parent is to treat a child at any age with love and attention. After all, it brings up true love to the child, respect for his personal dignity, the germ of which is already in the child who has just begun to walk.
And those parents are wrong who believe that in no case should one show children love for them, believing that when a child knows well that he is loved, this leads to spoilage, selfishness, and selfishness. All these unfavorable personality traits just arise with a lack of love, when a certain emotional deficit is created, when a child is deprived of a solid foundation of unchanging parental affection.
It is the love of parents for the child that is the greatest and irreplaceable source of his spiritual development, character building, self-confidence. The less warmth and affection a child receives, the slower it develops as a person. Even insufficient attention, low frequency of communication between parents and children (hypoguardianship) often causes sensory hunger in children, underdevelopment of higher feelings, infantilism of the personality. This can lead to a lag in the development of intelligence, poor school performance, and mental health disorders. Since the child's consciousness is prone to one-sided conclusions and generalizations due to limited life experience, the child has a distorted judgment about people. The rudeness, unfriendliness, indifference to him of the parents - the closest people give reason to believe that a stranger is capable of causing him even more trouble and grief.
WITHlist of literature
1. Andreeva T.V. family psychology: Tutorial. - St. Petersburg: Speech, 2005.
2. Grigorovich L.A., Martsinkovskaya T.D., Pedagogy and psychology: Textbook. - M.: Gardariki, 2001.
3. Karabanova O.A. Psychology of family relations and foundations family counseling: Tutorial. - M.: Gardariki, 2005.
4. Radugin A.A. Pedagogy. Textbook for higher educational institutions. - M.: Center, 2002.
5. Pedagogical psychology: a textbook for students of higher educational institutions. Ed. N.V. Klyueva. - M.: Publishing house VLADOS-PRESS, 2003.
6. Stolyarenko A.M. Psychology and pedagogy: tutorial for universities. - M.: UNITI-DANA, 2001.
7. Fridman L.M. Psychology of Children and Adolescents: A Handbook Share of Teachers and Educators. - M.: Publishing House of the Institute of Psychotherapy, 2003.
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Aspects of mother's influence on personality development. Mother concept in science. Factors in the development of the child. Stages of development of the child's personality. Deprivations, their influence on the development of the child's personality. Formation of a conscious understanding of the role of the mother in the life of the child.
thesis, added 06/23/2015
The role of the family in the upbringing of the child. Types of family relationships. Attachment of the child to the mother. Types of character of mothers. The influence of the "mother factor" on the child. The role of the family in the upbringing of the child. Types of relationships in the family. Types of character of mothers.
scientific work, added 02/24/2007
The influence of the family on the development of the child. Styles of parenting behavior. The relationship between parents and children. The changing nature of the family. Family and stress. Incomplete families: risk factors, opportunities. Studies of family relations based on the kinetic picture of the family.
thesis, added 11/09/2008
The function of the mother from an evolutionary point of view. The content and features of the relationship between mother and baby. The problem of establishing contacts between the infant and the father. Socio-psychological models of fatherhood. Influence of the family on the development of the child at an early age.
abstract, added 03/20/2009
The formation of parental behavior at the birth of a child; the role of the family in his personal development, the age dynamics of relationships. Love as the basis of the mental development of an infant. Formation of dignity and self-respect in a child: rules for parents.
abstract, added 02/16/2011
The concept of family in modern society. The role of the family in the life of the child and the formation of him as a person. Stages of human socialization. The influence of parents' behavior on the worldview of their children. Favorable conditions for the formation of valuable personality traits.
abstract, added 08/06/2014
Features of the formation and development of the child's personality. The main functions of the family. An empirical study of the influence of the family on the formation of the personality of a preschool child. The positive impact on the child's personality of friendly relations in the family.
term paper, added 07/03/2014
Factors of personality development. Psychology of father-child relations in the historical and cultural perspective, approaches to the study of this problem. The role of the father in shaping the personality of the child, the importance of a complete family. Analysis of the research results and their discussion.
thesis, added 05/14/2015
The role of the family in the development of personality, the goals of education, the tasks of the family. Types of family relationships and their role in shaping the character of children. The influence of the type of upbringing on the behavior of the child, the formation of his personal characteristics. Mistakes in family education.
The family is the first environment in which the child begins to live and which he perceives. An important role is played by the social and economic status of the family, the occupation and level of education of the parents, and the intra-family atmosphere. It is their influence, accumulating, that forms the personality of the child, making him an individuality.
The family plays an essential role throughout a person's life. Her influence of the family becomes cardinal in determining and fulfilling family roles by the child.
Of great importance in the formation of self-esteem is the style of family education, the values accepted in the family.
The family can act as both a positive and a negative factor in upbringing. The positive impact on the personality of the child is that no one, except for the people closest to him in the family - mother, father, grandmother, grandfather, brother, sister, treats the child better, does not love him and does not care so much about him. And at the same time, no other social institution can potentially do as much harm in raising children as a family can.
Anxious mothers often raise anxious children; ambitious parents often suppress their children so much that this leads to the appearance of an inferiority complex in them; an unrestrained father who loses his temper at the slightest provocation, often, without knowing it, forms a similar type of behavior in his children, etc.
The life of a baby is completely dependent on the adult caring for him. By the whole organization of life, the child is forced to communicate with adults as much as possible. The main content of communication between an adult and a child is the exchange of expressions of attention, joy, gestures, words, etc. The so-called phenomenon of "hospitalism" testifies to the decisive role of communication in mental age. R. Spitz dealt with disorders of the psychomotor development of children brought up outside the family (he observed the development of children in one of the shelters and at the same time in a nursery at a women's prison. Children from a nursery had one advantage, their own mothers looked after them. One-year-old children from the shelter behaved obsessively and frightened of strangers, in toddlers the main problem was associated with their growing curiosity and enterprise). R. Spitz explained such developmental disorders by breaking contact with the biological mother. Russian psychologists and pediatricians have identified the cause of hospitalism as a lack of communication, but the symptoms of hospitalism can also occur during early separation (placement of the child in the hospital) and even in the family.
Difficult to establish interactions with them are infants at risk for biological, medical indicators, as well as children with a "difficult" temperament. The behavior of children at risk in the first months is characterized by the syndrome of "deficiency of key signals": they smile in more late dates, there is no initiative in contact with an adult, the response is very weak, they avoid emotional and visual contact. In the first half of the year there is a dominance of negative emotions and high fatigue. Mothers of the risk group were also identified: depressive, mentally ill, etc.
Characteristic changes in behavior on the part of the child and on the part of the mother can lead to violations of the interaction in the "mother - baby" system.
For the normal development of the child, in communication, adults and children must develop certain principles of communication:
1. Acceptance of the child, i.e. The child is accepted as he is.
2. Empathy (empathy) - an adult looks through the eyes of a child at problems, accepts his position.
3. Congruence. Assumes an adequate attitude on the part of an adult to what is happening.
Parents should love and accept the child for who he is, and not for something specific ( unconditional love). It happens that a child may not be accepted at all by parents or rejected by them (for example, a family of alcoholics). But it can also be in a prosperous family (for example, he is not long-awaited, there were difficult problems, etc.), parents do not necessarily realize this; there are subconscious moments (for example, mother is beautiful, and the girl is ugly and withdrawn. The child annoys her).
Research shows that during early and preschool childhood the main factor in the formation of personality is also an adult, whose support and approval is a necessary condition for the "balance" of the child with the environment, his experience of emotional well-being.
In adolescence, intimate-personal communication is very important. Trust, respect, understanding, love - what should be present in relationships with parents
There is a tendency towards independence as they prepare for independent living and the family must adjust to this. Needing their parents, their love and care, their opinion, they have a strong desire to be independent, equal in rights with them. How relations will develop in this difficult period for both parties depends mainly on the style of upbringing that has developed in the family, and the ability of parents to rebuild - to accept the feeling of adulthood of their child.
The main feature of a teenager is personal instability. Opposite features, aspirations, tendencies coexist and fight with each other, determining the inconsistency of the character and behavior of a growing child.
The main difficulties in communication, conflicts arise due to parental control over the behavior, study of a teenager, his choice of friends, etc. extreme, most unfavorable cases for the development of the child - hard, total control with authoritarian upbringing and an almost complete lack of control, when a teenager is left to himself, neglected.
How successfully this mutual adjustment of parents and maturing children occurs depends to a greater extent on the style of parental behavior and family dynamics. Most families are successfully managing this transition by redefining roles while remaining cohesive, flexible, and open in communication. As the role of seven weakens, the role of peers and significant others increases. The emotional support that teenagers receive from them is extremely important for the development of social skills.
Friendships and relationships with peers become the “road of life” for teenagers. First, friends are chosen among their own kind and those who share their values. In adolescence, friendships are built on appearance and status. In youth, a more serious choice that reflects the values of the individual. Erickson considered the formation of ego-identity to be the main task of youth. James Marcia modified the theory of Erik Erikosn and identified 4 stages of identity formation through which boys and girls can go through in the process of developing their identity:
1. the status of a foregone conclusion - they bound themselves with obligations, but the identity crisis did not pass;
2. the status of diffusion - they did not go through the crisis and were not bound by any obligations;
3. moratorium status - survived the crisis and are trying to decide on themselves and the future;
4. the status of achieving identity - successfully passed the crisis and independently assumed obligations.
Identity status is influenced by various factors, including social expectations, self-image, reactions to stress.
A mature personality is a person who has gone through a crisis, developed his own views, helping to move away from the family a little and do his own work.
Each family objectively develops a certain, far from always conscious system of education. Here we have in mind the understanding of the goals of education, and the formulation of its tasks, and the more or less purposeful application of the methods and techniques of education, taking into account what can and cannot be allowed in relation to the child. There are 4 tactics of education:
1. Diktat - the suppression of behavior by some members of the family (mainly adults), initiatives and self-esteem among its other members. Parents must make demands on their child, based on the goals of education, moral standards, etc. However, parental abuse meets resistance from the child, who responds to the coercion and threats with countermeasures: hypocrisy, deceit, outbursts of rudeness, and sometimes outright hatred. But even if the resistance turns out to be broken, along with it, many valuable personality traits turn out to be broken: independence, self-esteem, initiative, faith in oneself and in one's capabilities.
2. Guardianship - parents, providing all the needs of the child, protect him from any worries and efforts. At the center of education is meeting the needs of the child and protecting him from difficulties. Parents "block" the process of seriously preparing their children for a collision with reality beyond the threshold of their home. Such children are more unsuitable for life in a team. They begin to rebel against overprotective parenting. Result: lack of independence, initiative.
3. "non-intervention" - is based on the recognition of the possibility and even expediency of the independent existence of adults from children. Two worlds coexist: adults and children, and neither one nor the other should cross the line thus marked.
4. Collaboration - the mediation of interpersonal relations in the family by common goals and objectives of joint activities, its organization and high moral values. It is in this situation that the egoistic individualism of the child is overcome. The family, where the leading type of relationship is cooperation, acquires a special quality, becomes a group of a high level of development - a team.
There are also 3 styles of family education:
1. Democratic - first of all, the interests of the child are taken into account. Consent style.
3. Indulgent - the child is left to himself. A preschooler sees himself through the eyes of close adults raising him.
Specific conditions for education are formed in the so-called incomplete family where one of the parents is missing. Boys perceive the absence of a father in the family much more sharply than girls; without fathers, they are often cocky and restless.
Family breakdown negatively affects the relationship between parents and children, especially between mothers and sons. Due to the fact that parents themselves experience mental disorders, they usually lack the strength to help children cope with the problems that have arisen just at the moment in life when they most need their love and support.
After the divorce of their parents, boys often become uncontrollable, lose self-control, and at the same time show excessive anxiety. These characteristic features of behavior are especially noticeable during the first months of life after a divorce, and are smoothed out by two years after it. The same pattern, but with less pronounced negative symptoms, is observed in the behavior of girls after the divorce of their parents.
