home Audience 6 The main methods of authoritarian education are. Methods of raising children - train or convince? Methods of organizing the educational process

The main methods of authoritarian education are. Methods of raising children - train or convince? Methods of organizing the educational process

38. Functions, modern forms and methods of control and assessment of knowledge. Functions of pedagogical control: Diagnostic function - allows you to identify the level of preparedness of students. Educational function - activates the educational process. Educational function - organizes and directs the activities of students, contributes to the formation of a demanding attitude towards oneself, a sense of responsibility to the teacher, to the team of students, consciousness and discipline. Forms control: Oral forms - help to identify the level of assimilation of the material, help to correct mistakes, form speech. Written forms - allow you to document the level of assimilation of the material. Depending on the time of training, control is divided: by sections. Final - based on the results of studying a particular subject. Final - reveals the state of knowledge based on the result of teaching the subject in the presence of a qualified examination committee. In the practice of secondary education, various methods of current and final control over the quality of students' knowledge are used. Most often, various forms of oral questioning and written tests are used. Oral control methods help the teacher to obtain some information about the current assimilation of educational material and to carry out the necessary pedagogical influence, and for students to understand the material being studied in more detail and deeper. Written tests can also be used to enhance the learning process itself and help the teacher and students to find the weakest points in mastering the subject. It is believed that oral control is more conducive to developing a quick response to questions, develops coherent speech, it does not provide proper objectivity. Written test , providing higher objectivity, contributes to the development of logical thinking, purposefulness: the student is more focused during written control, he delves deeper into the essence of the issue, considers options for solving and constructing an answer. Written control teaches accuracy, conciseness, coherence of the presentation of thoughts. Unambiguous and reproducible assessments can only be given by objective methods of quality control of students' knowledge, based on materials specially created for this - tests. They should be developed for each level of learning experience. The test is a tool that allows you to identify the level and quality of assimilation. However, when using tests, there are also a number of problems that we will discuss in one of the following sections.

39. Features and complexity of the process of education. Of all the education systems, 2 can be distinguished: an authoritarian educational system and a free education system. The process of education is the movement of education towards the goal. In the concept of raising children and students in the Republic of Belarus, the formation of a socially, spiritually and morally mature creative personality, the subject of one’s own life. In the structure of education, external and internal components are distinguished (environment and self-education). A feature of the upbringing process is its: connections. Identification and analysis of systems in the educational process is carried out in accordance with many criteria: goals and objectives, the content of the educational process, the conditions for its flow, the interaction of the educator and the educated, methods and forms of educational activity. The internal component of education is self-education, which is a conscious, purposeful activity leading to a more complete realization, development and improvement of the personality. Allocate intellectual, ethical and physical, as well as psychological self-education.

40.Characteristics of the basic principles and patterns of education. The laws of education are the general objective links that exist between the phenomena and processes of education. In the “Concept of Education of the Republic of Belarus”, the main laws of education are determined: The purpose, tasks and content of education are determined by the objective needs of society, socio-cultural and ethnic norms and traditions. personality is carried out unevenly, which is associated with a mismatch of verbal, sensory and motor processes. The constant transformation of external influences on a person into internal processes of personality development is the essence of the upbringing process. The optimal organization of students' activities and communication determines the effectiveness of education. The effectiveness of the education process depends on the degree of personality activity. The conditionality of the results of education by the action of objective and subjective factors. Taking into account the needs, interests and capabilities of the student's personality affects the effectiveness of the education process. which express the basic requirements for the content, methods, organization of this process. Among the traditional ones, the authors distinguish the following principles of education: Public orientation of education. Reliance on the positive. Communication of education with life and work. Humanization of education. Personal approach. Unity of educational influences. cultural conformity, non-violence and tolerance, connection with life, openness of educational systems, variability of activities, aestheticization of children's life.

42 Method- a way to establish the truth, a way to achieve it. The method of education can be considered as a way to achieve a given goal of education. Taking into account the existing interpretations, the method is understood as the ways and means of interaction between the educator and the educated person, during which the consciousness, will, feelings, behavior of pupils are influenced for changes in the level of their development and the development of specified qualities. Private improvement of methods is called methods of education. Subject to widespread use in educational practice, techniques can turn into methods. Under means of education is understood as a set of methods of education. The method is generalizing for “Means” and “Reception of education.

43 Classification is a system of methods ordered according to a certain attribute. As a classification criterion, Babansky defines integrative characteristic "orientation", which consists of the target, content and procedural aspects of the method of education. The classification considers 3 groups of upbringing methods: 1 Methods for the formation of personality consciousness. 2 Methods for organizing activities and forming the experience of social behavior. 3 Methods for stimulating behavior and activities. methods of formation of personality consciousness. These methods are also important for passing the 2nd stage of the educational process: the formation of feelings and emotional experiences of the required behavior. Sometimes they are called "methods of persuasion." The main tool for implementation is the word. An ethical story- one of the most complex methods of forming consciousness: it is a vivid and emotional presentation of facts and events of moral content. This method serves as a source of knowledge and a positive example of the experience of the individual. Effectiveness conditions: Compliance with the social experience of the student. Accompaniment with illustrations, music, etc. ;Performance must be professional;The effect must be long lasting. Methods of organizing activities for the formation of personal experience.The method is also common exercises- an effective method of forming the general qualities of a person. The result is stable personality traits, skills, habits. Depends on the following conditions: consistency. Content. Availability and feasibility. Volume. Repetition rates. control and correction. Personal characteristics of pupils. Places and times of execution. Combinations of individual, group, collective forms. Motivation and stimulation. Adequacy of exercises to the projected behavior. Incentive methods- motivation to action. Purpose - to speed up or slow down the action. One of the most common - encouragement: approval, encouragement, praise, gratitude, rewarding. The method requires careful dosage and certain caution. It depends on the following conditions: When encouraging, educators should strive to ensure that the behavior of pupils is motivated by inner convictions and moral deeds, and not by the desire to receive an award. Not only individual specimens that have particularly distinguished themselves, but simply "Quiet hard workers", which are always available. Encourage according to merit, infrequently, in moderation. Encouragement requires a personal approach. Compliance with justice. Subjective-pragmatic methods- stimulation of activity and behavior is based on the fact that being uneducated, ill-mannered, etc. - it’s not trite profitable. There are varieties: Contacts with the educator with a clear definition of the responsibilities of the parties. Personal self-improvement programs that are drawn up by pupils, parents and educators. Differentiation of the interest group, or into a “risk group” for prevention. .

Methods of self-education- any method can be used here. Self-education is in constant motion: Understanding and awareness. Self-hypnosis. Overcoming difficulties through exercise. Application of sanctions. Achieving success. Consciousness formation methods help to understand one's hidden desires, to actualize them for the restructuring of behavior.

44 The forms of collective creative activity outside of school time include collective creative activities. The most common are collective creative activities (KTD), the organization of which involves six stages.

The first stage is preliminary work. Teachers and adults establish the place of the upcoming KTD in the educational work planned for the new period with this team, determine specific educational tasks, find out the various options that can be offered to children, think over ways to carry out their ideas, outline actions that can set children up for work, captivate with the prospect, determine the possibilities of revitalizing the activities of each participant. At the same time, adults do not dictate, do not impose, but reflect together with students. The second stage is collective planning. Now the children are on their own. They are looking for answers to the questions posed in microcollectives (groups, units). Its success is largely ensured by the leader. He makes up the options put forward, asks leading, clarifying questions, offers to substantiate the put forward ideas, sets additional "tasks for reflection". The search ends with the choice of the case council.

The third stage is the collective preparation of the case. The governing body, the council of the case, clarifies and concretizes the plan for the preparation and conduct of the CTD, then organizes its implementation, encouraging the initiative of each participant. Training can go in groups.

The fourth stage is the conduct of the CTD, summing up the results of the preparation. At this stage, a specific plan is carried out, drawn up by the council of the case, taking into account what has been worked out by groups (brigades, links). Schoolchildren in various forms demonstrate the experience gained in the course of planning and preparing the case. The teacher, if possible, imperceptibly for all participants in the case for whom it is organized, guides the children, regulates their mood, and helps to smooth out unsuccessful moments.

The fifth stage is a collective summing up of the results of the KTD. This may be a general meeting of the team dedicated to the results of the KTD, or by groups. Everyone expresses their opinion, the positive and negative aspects of preparing and conducting the CTD are discussed. In addition to the general collection, everyone's participation in the evaluation of the CTD can be carried out by other means: The sixth stage is the immediate aftereffect of the CTD. At the general meeting in the questionnaire, children and adults made suggestions, shared their impressions and experiences. They talked about what they learned. The teacher should take note of all this in order to use in further work. A program of successive actions is outlined, new cases are determined. Collective creative activities can be very different, they are constantly born in the work of associations using this technique. Role-playing games can become a form of collective creative activity if the ideas, content and methods of organization, the rules of the game are developed in the course of collective creativity.

45 Form of education- external expression of the content of education. The result of the educational process is the qualities and properties of a comprehensively and harmoniously developed personality: spiritual, moral, physical, etc.

In practice, the content is embodied in a specific form. If the correspondence is violated, education faces serious problems. Forms of education vary in scope: mass, group, individual., in terms of content and organization of activities. The mass ones include: theme evenings, evenings of questions and answers, reader conferences, meetings. Group classes include: class hours, excursions, circles. Individual include: leisure activities, hobbies, self-education. In the school environment, a popular form of education is Collective Creative Business, which is a form of implementation of the organization of specific activities of pupils.

From a systemic standpoint, collective educational affairs are constructed in the same way:

Analysis of the situation. Goal setting. Business planning. Business organization. Implementation of the case. Summarizing.

The relevance and direction of educational affairs are determined by: the social situation, the pedagogical diagnosis of the formation of the necessary traits and qualities of the individual. Stages: Definition of the purpose of the work. Defining tasks for each. Preparation for the upcoming work. Establishment of activity standards. Informing performers.

46. Education of the individual in the student team is the leading idea of the humanistic system of education. The main goal of education, A. V. Lunacharsky believed, should be the comprehensive development of such a person who knows how to live in harmony with others, who knows how to work together, who is connected with others by sympathy and thought socially. He noted that only on the basis of a team can most complete features of the human personality. Raising individuality on the basis of collectivism, it is necessary to ensure the unity of personal and social orientation. S.T. Shatsky in practice proved the possibility of organizing a school team and confirmed the effectiveness of the primary school team as an effective form of organizing pupils, opening up broad prospects for the comprehensive development of the personality of each child. The experience of the first communal schools had a great influence on the formation of the collectivist system of education throughout the country. In modern pedagogical literature, it is regarded as an experiment that was far ahead of the practice of education at that time. Nothing can replace the role of the team in organizing the work of children. When it is organized in a team environment, it stimulates the manifestation of mutual responsibility for the final results of labor, mutual assistance. Through participation in labor affairs, pupils are included in economic relations and become their active participants. Knowledge of practical economics, combined with participation in labor at enterprises, ensures that children are educated in collectivism and a creative attitude to work. The collective life of schoolchildren opens up almost unlimited opportunities for the realization of the physical and artistic potential of the individual. Sports and health-improving and artistic and aesthetic activities contribute to the emotional development of pupils, evoking feelings of collective empathy, sympathy, a joint feeling of the emotional and moral atmosphere and its co-creation.

47. Education as a social phenomenon. Education as a social phenomenon is a complex and contradictory socio-historical process of entry, inclusion of the younger generations in the life of society; in everyday life, social production activities, creativity, spirituality; becoming their people, developed personalities and individuals, the most important element of the productive forces of society, the creators of their own happiness. parenting like a social phenomenon is characterized by the following main features that express its essence: a) Education arose from the practical need for adaptation, familiarizing the rising generations with the conditions of social life and production, replacing them with aging and dying generations. As a result, children, becoming adults, provide for their own lives and the lives of older generations that are losing their ability to work. b) Education is an eternal, necessary and general category. It appears along with the emergence of human society and exists as long as society itself lives. It is necessary because it is one of the most important means of ensuring the existence and continuity of society, the preparation of its productive forces and the development of man. The category of education is general. It reflects the natural interdependence and interrelationships of this phenomenon with other social phenomena. c) Education at each stage of socio-historical development, in its purpose, content and forms, is of a concrete historical nature. It is determined by the nature and organization of the life of society and therefore reflects the social contradictions of its time. In a class society, the fundamental tendencies in the education of children of different classes, strata, and groups are sometimes opposite. d) The upbringing of the younger generations is carried out through their mastering the basic elements of social experience, in the process and as a result of their involvement by the older generation in social relations, the system of communication and socially necessary activities. Social relations and relationships, influences and interactions that adults and children enter into are always educational or educational, regardless of the degree of their awareness by both adults and children. In the most general form, these relationships are aimed at ensuring the life, health and nutrition of children, determining their place in society and the state of their spirit. As adults become aware of their educational relationships with children and set themselves certain goals for the formation of certain qualities in children, their relations become more and more pedagogical, consciously purposeful.

48. Characteristics of modern technologies of education. Educational technologies are a system of scientifically based methods and techniques that contribute to the establishment of such relations between the subjects of the process, in which the goal is achieved in direct contact - introducing the educated to universal cultural values. The content of educational technologies is: Scientifically based socialized requirements, Transfer of social experience, Statement goals and analysis of the current situation, Socialized assessment of the student, Organization of creative work, Creating a situation of success. Cooperation Pedagogy both educational and educational technology can be considered. The target orientations of this technology are: Transition from pedagogy of requirements to pedagogy of relations, Humanely - personal approach to the child, Unity of education and upbringing. Target orientations humane - personal technologies are: contributing to the formation, development and upbringing of a noble person in a child by revealing his personal qualities; development and formation of the child's cognitive powers; the ideal of education is self-education; Technology humane collective education of V.A. Sukhomlinsky. Ideas: in education there is no main and secondary; upbringing is first of all human science; aesthetic, emotional beginning in education: attention to nature, the beauty of the native language, the emotional sphere of the spiritual life and communication of children, a sense of surprise; the principle of unity: education and upbringing, scientific and accessibility, visibility and abstractness, rigor and kindness, various methods; the cult of the Motherland, the cult of labor, the cult of the mother, the cult of the book, the cult of nature; priority values: conscience, kindness, justice.

49. Personally oriented educational technologies, their humanistic and democratic foundations. Personality-oriented technologies are the embodiment of humanistic philosophy, psychology and pedagogy. The focus of personality-oriented technologies is a unique holistic personality who strives for the maximum realization of his abilities, is open to the perception of new experience, and is capable of making a conscious and responsible choice in a variety of life situations. . The peculiarity of the paradigm of the goals of personality-oriented technologies lies in the orientation on the properties of the personality, its formation, its development not by someone else's order, but in accordance with natural abilities. Technologies of personal orientations are trying to find methods and means of training and education that correspond to the individual characteristics of each child: they adopt methods of psychodiagnostics, change the relationship and organization of children's activities, use various and powerful teaching aids (including a computer), and restructure the content of education. Person-oriented technologies they oppose the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for creativity and self-actualization of the individual.

50. Game educational technologies, prospects for their use. The concept of "game technologies" includes a fairly large group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a pedagogical result corresponding to it, which can be form and are characterized by an educational and cognitive orientation. The game form of classes is created in the classroom with the help of game techniques and situations that act as a means of inducing, stimulating students to learning activities. The implementation of game techniques and situations in the lesson form of classes occurs in the following main areas: is put before students in the form of a game task; educational activity is subject to the rules of the game; educational material is used as its means, an element of competition is introduced into educational activity, which translates the didactic task into a game one; the successful completion of the didactic task is associated with the game result. First of all, games should be divided by type of activity into physical (motor), intellectual (mental), labor, social and psychological. The nature pedagogical process, the following groups of games are distinguished: a) educational, training, controlling and generalizing; b) cognitive, educational, developing; c) reproductive, productive, creative; d) communicative, diagnostic, vocational guidance, psychotechnical, etc.

51.Democratic style education is characterized by a certain distribution of powers between the teacher and the pupil in relation to the problems of his education, leisure, interests, etc. The teacher tries to make decisions by consulting with the pupil, and gives him the opportunity to express his opinion, attitude, and make his own choice. Often such a teacher turns to the pupil with requests, recommendations, advice, less often - orders. Systematically monitoring the work, he always notes the positive results and achievements, the personal growth of the pupil and his miscalculations. In dealing with people, including children, he is always polite and friendly. Democratic style can be realized in practice in the system of the following metaphors: “Equal among equals” and “First among equals”. Let's clarify the understanding of democratic interaction - this is a type of interaction between people if neither of the two contracting parties has the opportunity to force the other to do something. For example, directors of two neighboring schools agree on cooperation. They have the same socio-administrative status, they are equally economically and socially protected. In this case, in order to achieve a result, they have to negotiate. The second example: two teachers at a school agree to develop an integrated course. The path through coercion in this situation is in principle unacceptable.

52. Authoritarian parenting- an educational concept that provides for the subordination of the pupil to the will of the educator. Suppressing initiative and independence, authoritarian education hinders the development of children's activity, their individuality, and leads to a confrontation between the teacher and pupils. The authoritarian style of pedagogical leadership is a stressful educational system based on power relations, ignoring the individual characteristics of students, neglecting humanistic ways of interacting with students. The principle of authoritarian pedagogy is that the teacher is the subject, and the student is the object of education and training. Carefully developed means of controlling the child: threat, supervision, order, prohibition, punishment. The lesson is strictly regulated, the emphasis is on nurturing education. Coercion is the main way of transferring social experience to a new generation. The degree of coercion is determined by the extent to which the educator has the right to determine or choose the content of past experience and the value system - family values, norms of behavior, communication rules, values of religion, ethnic group, party, etc. , omniscience. The authoritarian style is characterized by a high centralization of leadership, the dominance of one-man management. In this case, the teacher single-handedly makes and changes decisions, most of the issues regarding the problems of education and upbringing are decided by him. The prevailing methods of managing the activities of their pupils are orders, which can be given in a hard or soft form. An authoritarian teacher always very strictly controls the activities and behavior of pupils, is demanding on the clarity of fulfilling his instructions. The initiative of pupils is not encouraged or encouraged within strictly defined limits.

The methods of educational influence on a person include methods, techniques and means. Their choice depends on the specifics of the goals and objectives of the educational process. What is commonly understood as methods, techniques and means of education?

Education methods represent scientifically based methods of pedagogically expedient interaction with pupils, organization and self-organization of their life and activities, psychological and pedagogical influence on their consciousness and behavior, stimulation of their activities and the formation of self-education and self-improvement skills. In other words, it is a way to achieve a given goal of education, a set of ways of professional interaction between a teacher and students in order to successfully solve educational problems.

It should be noted that the methods of upbringing in their diversity can cover the entire life and activities of teachers and students in the most diverse manifestations of their possible interaction with expedient influence. Thus, it is known that along with the pedagogical influence and interaction in life, there is also the assistance of students to teachers in their educational activities, and opposition to it, and even resistance. There is both following the authorities, and simply non-resistance to them and alienation from them.

There are several classifications of educational methods. The most convenient is the classification of methods of education on the basis of its focus, which is understood as an integrative characteristic, which includes, in an inseparable unity, the target, content, procedural and evaluative aspects of upbringing methods.

In accordance with this characteristic, it is customary to distinguish the following groups of upbringing methods, presented in Fig. 86.

Let's consider each group of methods in more detail.

first group constitute methods of formation of personality consciousness student. These include persuasion, clarification, exhortation, suggestion, ethical conversation, the method of example, imitation.

Second group includes methods of organizing activities and forming the experience of behavior person. The main of these methods are exercises, demand, accustoming, method of orders.

TO third group relate methods of stimulation and motivation of activity and behavior personalities that include competition, reward and punishment.

IN fourth group include methods of control, self-control and self-assessment in education .

Rice. 86. Classification of methods of education
based on its focus

Each method of education has the properties of the predominant development of certain qualities in a person. Methods of education perform well-defined functions, any of them includes a set of means and methods of pedagogical influence peculiar only to him. , with the help of which the educational tasks characteristic of this method are solved.

TO first group include the following methods of education (Fig. 87): persuasion, clarification, exhortation, ethical conversation and example.

Rice. 87. Methods of education

through the formation of personality consciousness

Belief is the main method of education, which is the influence of the teacher on the rational sphere of students' consciousness. It is he who plays a decisive role in the formation of such important qualities of a person as a scientific worldview, consciousness, conviction, will, conscience and moral purity. Persuasion provides a solution to the main task of education, that is, the formation of high civil and political qualities in students, patriotism and a tolerant attitude towards representatives of other cultures and peoples.

Persuasion is the influence of a teacher on the consciousness, feelings and will of students in order to form in them certain views, moral values, principles and criteria of behavior, which are a guide for them in practical activities.

Of particular value and effectiveness to the method of persuasion is the fact that by appealing to the mind, logic, experience and feelings of a young person, it provides voluntary acceptance ideas inspired by this person, their independent comprehension and transformation into motives and principles of behavior. Therefore, persuasion is the most preferred method of education in psychological and pedagogical terms. However, it requires a systematic and consistent application so that students develop a firm confidence in the truth of the learned ideas and views, the ability to actively defend their beliefs and persistently put them into practice, consciously fight against erroneous and doubtful views.

The method of persuasion involves the use of two main, inextricably linked means: persuasion by word and persuasion by deed. The effectiveness and efficiency of the method of persuasion depends on a number of conditions that facilitate the process of transforming the knowledge, theoretical positions and ideas received into students' personal convictions (Fig. 88).

The most important condition for the effectiveness of the method is the conviction of the educator himself in those ideas, norms and principles that he seeks to instill in his pupils. The deep faith of the teacher in the rightness of his work, his justice, honesty and sincerity, pedagogical tact allow him to have a beneficial effect on the minds of students and form in them the desired beliefs that correspond to the chosen goals of education.

A necessary condition for successful persuasion of students is also a differentiated, individual approach to them. Only when these and some other conditions are met, it is possible to achieve the necessary restructuring of the consciousness of the pupils, the motives of their actions and activities, the desire to change their lifestyle and behavior.

Rice. 88. General characteristics of persuasion

as a method of education

The most common methods and means of persuasion in a word are clarification, exhortation, ethical conversation.

clarification is a method of direct emotional and verbal influence on students. The application of this method is based on knowledge of the characteristics of a person's personal qualities. Explanation should be used only in cases where it is necessary to influence his consciousness and feelings. When it comes to obvious norms of behavior (you can’t be rude, insult another, etc.), then categorical requirements are needed here. The explanation is characterized by an evidence-based form of presentation of thought, based on the consistent use of logically connected conclusions and arguments that establish the truth of this judgment.

The explanation is based on suggestion, which is characterized by an uncritical perception of pedagogical influence. Suggestion, penetrating imperceptibly into consciousness, acts on a person as a whole, forming attitudes and motives for his activity. In general, suggestion is used to enhance the impact on the student of other methods of education.

In the practice of education, they also use exhortations. The teacher, through exhortation, not only evokes in the student a sense of shame, repentance, dissatisfaction with himself, his actions, makes him experience them, but also indicates the path to correction. In this case, the teacher needs to bring to consciousness, convince the student of the negativity of the act and its consequences, create an effective stimulus that positively affects behavior. Exhortation in this case is combined with clarification and suggestion and is carried out in such a way that the pupil realizes his mistakes and corrects his behavior. At the same time, it is important to understand that clarification, exhortation and suggestion should not take the form of a notation that never achieves the goal, but rather causes opposition and a desire to act contrary to the requirements. Notation never becomes a form of persuasion.

Ethical conversation is a purposeful consistent discussion of knowledge, involving the participation of both parties in it - the educator and pupils. It is built on the principles of equality and cooperation. The purpose of an ethical conversation is to deepen and strengthen moral concepts, to generalize and consolidate knowledge, to form a system of moral views, principles and beliefs. The role of the teacher here is to help pupils who have certain positions, views, ideas, opinions and doubts, independently come to the right conclusion. To do this, it is necessary to identify with them in order to understand the position of the student and the feelings associated with it, the motives of actions and behavior.

You should thoroughly prepare for the conversation and build it according to the following scenario:

1) communication to students of specific facts, explanation of these facts and their analysis with the active participation of all interlocutors;

2) discussion with them of similar specific situations;

3) summarizing the most essential features of specific moral qualities and comparing them with previously acquired knowledge.

In the final speech, the teacher analyzes and summarizes all statements, formulates on their basis the most rational solution to the problem under discussion, outlines a specific program of action to consolidate the norm adopted as a result of the conversation in the practice of behavior and activities of students.

High professionalism is required from the teacher in the preparation and conduct of individual ethical conversations held in connection with the often arising conflicts, violations of discipline and moral standards. It is very important that during such a conversation a psychological barrier does not arise between the teacher and the student, which can seriously complicate the achievement of the goals of the conversation. If the teacher is able to ensure the confidential nature of the individual conversation, then he can count on its complete success.

The following method related to the first group − example - is an educational method of exceptional power. The essence of this method is the purposeful and systematic influence of teachers on students by personal example, as well as all other types of positive example, designed to serve as a role model, the basis for the formation of an ideal of behavior and a means of self-education and self-improvement. It is known that the student's consciousness is constantly looking for support in real-life, living, concrete samples that embody the ideas and ideals he assimilates. An example gives specific role models and thus actively forms consciousness, feelings, beliefs, activates activity.

“The path of instructions is long,” the ancient philosopher Seneca argued, but “the path of example is short.” The example is, first of all, the example of the educator, his behavior, attitude towards students, his business qualities, worldview and moral positions, as well as an example of the authority of specific people, book heroes, prominent scientists, politicians, etc. A positive example acquires educational power in the event that it is associated with the high qualities of the teacher's personality and manifests itself not occasionally, but constantly. Examples are successfully used as a means of forming a certain way of behavior of the pupil, in order to orient him towards a positive ideal and develop an emotional rejection of asocial actions and deeds.

The psychological basis of the example is imitation. Thanks to it, people acquire social and moral experience. Imitation is not blind copying, it forms students' actions of a new type, both coinciding in general terms with the ideal, and original, similar in the leading idea of the example. The process of imitation is complex and ambiguous, the leading role in it is played by experience, intellect, orientation, interests and other personality traits.

Co. second group methods of education, focused on the organization of activities and the formation of the experience of behavior of the individual, include exercises, training, pedagogical requirements, assignments and others (Fig. 89).

Exercise is a purposeful and systematically organized performance by students of various actions, practical matters in order to form and develop their personality. Endurance, self-control skills, organization, discipline, communication culture are personal qualities that are based on habits formed by education through exercises. Exercise as a method of education is closely related to the simultaneous increase in the student's consciousness. And the higher the level of consciousness, the more perseverance and perseverance a person will temper his will and character, the more he will show initiative and creativity. Exercise is necessary to improve the skills of correct behavior in various situations. The result of the systematic use of the method of exercises is the acquisition by the student of stable personality traits - skills and habits. At the same time, the more complex the quality being formed, the more exercises the student needs to perform in order to acquire a stable habit.

Rice. 89. Methods of education through the organization of activities

and the formation of behavioral experience

When using the exercise method to form the desired personal qualities of students, it is necessary to take into account their psychological, physiological and other individual characteristics. In addition, in order to avoid excessive stress on a person, the intensity of exercise must be increased gradually.

accustoming is an intense exercise. It involves cultivating in the pupil the ability for organized actions and reasonable behavior as an indispensable condition for the formation of the foundations of morality and sustainable forms of behavior. It is used when it is necessary to quickly and at a high level form the required quality in a person. Teaching is impossible without a clear idea of what exactly should be learned by students in the process of education.

There are three ways to rationally use the training method:

1) the task of mastering students in one way or another of behavior is not always set openly. In this case, the teacher organizes their activity in such a way that, repeating it with pleasure, they, imperceptibly for themselves, freely and naturally get used to the desired form of behavior;

2) the task of learning to behave in a certain way, for example: to be correct, polite, is set openly to students;

3) the student's desire to cultivate a certain quality in himself (restraint, self-control) encourages him to master the appropriate habits.

An effective means of accustoming to the given forms of behavior is the mode of life and activity of students. And the tougher and stricter the regime, the better the dynamic stereotype is formed, which underlies the formation of habits. All barracks education systems are based on hard training, for example, the army system, where this method is combined with punishment for deviations from the given norms of behavior.

The use of the teaching method in humanistic education systems is justified by the fact that a certain violence, inevitably present in this method and always accompanying it, is directed to the benefit of the person himself, and this is the only violence that can be justified.

Pedagogical requirement is such a method of education, with the help of which the norms of behavior themselves act as a factor that causes, stimulates or, conversely, inhibits a certain type or nature of the pupil's activity, causing the manifestation of certain personal qualities in him.

The forms of making demands on a student are divided into direct (in the form of an order, instructions in a businesslike, decisive tone, having an instructive character) and indirect (carried out by means of advice, requests, hints in order to arouse in the student the corresponding experience, interest, motive for action or deed).

Pedagogical requirements cause a positive, negative or neutral (indifferent, indifferent) reaction of pupils. In this regard, positive and negative requirements are distinguished. Direct orders are mostly negative, since they almost always and inevitably cause a negative reaction of the pupils and their internal resistance. Negative indirect demands include judgments and threats. They usually give rise to hypocrisy, dual morality, form external obedience with internal resistance.

Organizing the educational process, the teacher should strive to ensure that his pedagogical requirement becomes the requirement of the team itself.

Order method is one of the most effective methods of education associated with the development of the necessary qualities of students. So, for example, an unorganized student is given the task of preparing and conducting an event that requires accuracy and punctuality; the violator of discipline is appointed responsible for order, etc. Moreover, one should not explain in detail how best to perform the assigned task, and control can take various forms: checks in the process of completing the task, a report on the work performed, etc. As a result of the very fact of the assignment and its successful implementation, the student develops such qualities as responsibility, discipline, a sense of duty, and others.

TO third group methods of education include methods of stimulating and motivating the activity and behavior of the individual. To stimulate means to induce, give impetus, impetus to thought, feeling and action. This group of methods includes competition, reward and punishment (Fig. 90).

Rice. 90. Methods of stimulation and motivation

activity and behavior of the individual

Competition(or, rather, competitiveness, competitiveness) is widely used in the educational process due to the fact that educated people usually tend to strive for healthy rivalry, for primacy, for some priority and self-affirmation. The competition method encourages people to achieve better results. To achieve them, competitiveness stimulates the development of people's creative activity, initiative, innovative initiatives, responsibility and collectivism. The task of the teacher is to prevent competition from degenerating into fierce competition and striving for superiority at any cost. The competition must be imbued with the spirit of comradely mutual assistance and goodwill.

Since ancient times, such incentives for the desired nature of the behavior and activities of the individual as rewards and punishments have been known.

Method encouragement. Encouragement is a specific ordered set of techniques and means of moral and material incentives, actively helping a person to comprehend his behavior, to consolidate positive character traits, positive habits. When applying the method of encouragement, to ensure its effectiveness, it is necessary to fulfill certain pedagogical conditions. First, encouragement should not be too frequent and the same, so as not to lead to depreciation, the expectation of a reward for the slightest success. Secondly, the reward method requires careful dosage and caution. Excessive encouragement can bring not only benefits, but also harm to education. Encouragement should be pedagogically justified and expedient. Thirdly, since the encouragement has an educational character, it must be public in order to be significant not only for the one who received it, but also for other students. The publicity of encouragement makes it possible to draw everyone's attention to the actions of a comrade, to arouse in them a sense of respect, a desire to imitate a good example, to encourage them to be more demanding of their own behavior. The most important condition for the pedagogical effectiveness of encouragement is adherence to principles, objectivity, understandability for everyone, support by public opinion.

The main types of encouragement as a method of education are: approval, praise, gratitude, reward, responsible assignment, moral support, trust and admiration, care and attention.

Punishment is such an impact on the personality of the educated, which expresses the condemnation of his actions and deeds that are contrary to the norms of social behavior, and forces students to steadily follow these norms. Punishment corrects the behavior of the student, makes it clear to him where and what he made a mistake, causes a feeling of dissatisfaction, discomfort, shame. The ultimate goal of punishment is the formation of the educated desire for such deeds and actions, such a line of behavior that would correspond to moral standards and social requirements.

In order for the punishment to have the desired educational effect, it is also advisable to comply with certain pedagogical requirements when applying it. Firstly, any punishment must be accompanied by a clarification of the motive, the circumstances under which the offense was committed. It is necessary to take into account the former behavior of the student, the characteristics of his personality, to analyze the causes and conditions that gave rise to this or that misconduct, to know how the offender relates to the committed misconduct, how he evaluates it and how he reacts to the penalty. After all, it is not for nothing that they say that admitting a mistake is half the correction. Secondly, it is impossible to punish unintentional acts, hastily, on suspicion. Thirdly, if possible, do not apply punishment in front of outside witnesses, take into account public opinion when evaluating this or that act. Fourthly, it is impossible to abuse punishments, to apply their harsh methods that degrade the personal dignity of a person, since they cripple the human psyche, bringing harm, not benefit. Only a reasonable system of penalties corrects the behavior of the student, since it is aimed at eliminating the wrong manifestations of behavior and ensuring its compliance with accepted norms.

The main types of punishments are remark, reprimand, public censure, condemnation, indignation, reproach, irony and others.

Part fourth group methods of education designed for control, self-control and self-esteem in education include methods such as pedagogical observation, diagnostics, conversations with students, the use of psychological questionnaires and questionnaires (Fig. 91).

Method of pedagogical observation characterized by a direct perception of the processes of activity, communication, behavior of the student's personality in the integrity and dynamics of their change. There are the following types of observation: direct and indirect, open and hidden, continuous and discrete, and others. In order for pedagogical observation to be successful, it is necessary to have a specific goal for its implementation, to have a program for studying the educated person, and to know the criteria for assessing the level of his upbringing. Monitoring must be systematic.

Rice. 91. Methods of control and self-control in education

Conversations with pupils help teachers determine the degree of their awareness in the field of moral problems, the level of their understanding of the norms and rules of behavior. During the conversation, it is possible to identify the reasons for deviations from the implementation of these norms in the case when they occur. At the same time, the teacher can also evaluate the quality of his educational influences on the student on the basis of expressing his opinion on this matter.

Psychological surveys and questioning are a method associated with identifying the relationship between the teacher and the student, between the students themselves, the nature of their relationship. This method allows you to detect emerging contradictions in time, to identify their essence and causes in order to eliminate them in a timely manner. Psychological surveys are a rather complicated method and require a specific approach. For example, it is recommended to put questions not in a straightforward, but in a disguised form, and also so that the content of the answers provides mutually verifiable information, etc.

The control of the course of educational work is completed by assessing not only the level of upbringing of students, but also the quality of the teacher's educational activities. This takes into account his ability to apply modern forms, methods and means of education in accordance with specific situations and an individual approach to each student. The successful solution of the complex and responsible tasks of their education largely depends on the level of preparedness of educators, on their pedagogical culture, knowledge of the patterns, principles and methods of education.

The upbringing of a person can be judged by numerous indicators: by his appearance, by the nature and culture of speech, by the manner of behavior in general and by characteristic individual actions. A person's upbringing is also characterized by his value orientations, the assimilation of moral norms and following them, his attitude to activity and communication style, tolerance towards representatives of other nations, cultures, and views. The upbringing of a person can also be judged by his aesthetic tastes and physical development and a number of other factors.

In addition to methods for ways of educational influence also include methodological techniques, means and forms of education.

Under methodical method It is customary to understand the component part of the method, its concrete manifestation in practice. It is the techniques that determine the originality of the methods used by the teacher, give individuality to the manner of his pedagogical activity. In relation to the method, they are private, subordinate in nature, subject to the task pursued by this particular method. Thus, the methods and methodological techniques are closely related. They can replace each other in specific pedagogical situations. In some circumstances, the method acts as an independent way of solving the pedagogical problem, and in others - as a technique that has a private purpose. For example, in the process of applying the method of persuasion, the teacher can use examples, conduct conversations. In this case, both the example and the conversation act as methods for solving the educational problem. At the same time, using the teaching method, the educator can use persuasion as one of the techniques.

concept means of education is closely connected with the methods and techniques of education, with which the means of education are used in unity. The means of education include, on the one hand, various types of activities, and on the other hand, a set of objects and works of material and spiritual culture (visual aids, books, works of art, technical devices, mass media, etc.) In particular, in game, educational, labor and other types of activity can act as means of education. The means of education also include methods of communication, the collective and the social group as organizing conditions for education.

Forms of education are ways, options for organizing the educational process, ways of expedient organization of the collective and individual activities of students. The forms of education include, for example, an explanatory conversation, a debate, a round table, a teleconference, a joint action of teachers and students, an organized action of a team aimed at achieving any educational goals, etc. The choice of forms of educational work is determined on the basis of the scientific principles of education. The more diverse and richer in content the forms of organization of the educational process, the more effective it is.

A set of methods and techniques of education aimed at achieving a certain educational goal is called methodology, the system of methods, techniques and means used for this is called education technology.

Thus, the main concepts used to understand the ways of educational impact on a person and the methods of interaction between the educator and the pupil include methods, techniques and means of education, its forms, methodology and technology.

Depending on the scientific foundations of understanding a person and the process of his development, various models and types of education .

There are three main models :

1. Social education(P. Bourdieu, J. Fourastier, J. Capel, L. Cro) is focused on the priority of society in educating a person, on correcting heredity through the formation of an appropriate socio-cultural world of the educated person.

2. Biopsychological model(R. Gal, K. Rogers, A. Fabre and others) recognizes the importance of human interaction with the socio-cultural world and at the same time defends the independence of the individual from the influences of the latter.

3. System model proceeds from the complex nature of man and focuses on the dialectical interdependence of social and biological, psychological and hereditary components in the process of education (Z.I. Vasilyeva, L.I. Novikova, A.S. Makarenko, V.A. Sukhomlinsky).

concept types of education is one of the most controversial. There are different approaches to both the definition of methods of education and their classification. One of these approaches is used to classify the types of education shown in Fig. 92.

On an institutional basis they distinguish family, school, out-of-school, confessional (religious), education at the place of residence, as well as education in children's, youth organizations, at the university.

Relationship between teachers and pupils distinguish between authoritarian, democratic, liberal and permissive education.

authoritarian education is carried out by operating on the nature of a person and manipulating his actions. Demand and order dominate as methods of educational influence. An authoritarian teacher always very strictly controls the activities and behavior of students. The initiative of pupils is not encouraged or encouraged within strictly defined limits. The main way of transferring social experience to a new generation in this system of education is coercion.

Democratic style education involves a certain distribution of powers between the teacher and pupils in relation to the problems of their education, interests, leisure, etc. The teacher tries to make pedagogical decisions, consulting with pupils, and provides them with the opportunity to express their opinion, attitude to a problem or situation, and make an independent choice. In communicating with students, a teacher who adheres to a democratic style is objective, demanding, but fair, polite and friendly.

liberal style education is characterized by the lack of active participation of the teacher in the management of the process of education and upbringing, is characterized by low demands and weak responsibility for the results of education.

conniving style education is most often characterized by indifference. The main principle in the activities and behavior of the teacher at the same time is not to interfere with any actions of the pupil and to satisfy his desires and needs, even to the detriment of him, the development of his spirituality and intellect.

In practice, none of the above styles can be manifested in a “pure form” by a teacher. Most often, mixed styles are used: authoritarian-democratic, liberal-democratic and others. It all depends on the specific situation and certain circumstances.

Properly organized education leads to the formation of students' desire and ability to self-education and related skills. Therefore, self-education is an integral part and result of upbringing and the entire process of personality development. It depends on the specific conditions in which a person lives. self-education is an active, purposeful human activity for the systematic formation and development of positive and elimination of negative personality traits. Self-education is a systematic and conscious human activity aimed at self-development and self-improvement, at the formation of one's basic culture. Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the team, to form moral feelings, necessary habits of behavior, and strong-willed qualities.

The main forms and methods of self-education are: self-criticism, self-hypnosis, self-commitment, self-switching, etc.

The process of self-education is continuous, it must be carried out throughout life and fulfill the needs of a person in the constant enrichment of the experience of social relations, ways of communicating and interacting with people, technology, nature, the Universe. The main thing, as in the educational process in general, and in the process of self-education, is the orientation towards the education of such a person who would be able to live in modern society.

When we discussed the pope with a gun here, the majority of those who agreed with his methods cited the following argument as the main argument for his correctness. What to do if the child does not obey? Show who is the boss in the house or wipe the snot and kiss the child just below the back? Of course, the choice of 2 styles is obvious. Therefore, I want to give some additional information for reflection on the type of parenting styles.

In fact, there are not 2 styles, but 3 main ones. There are still different nuances and author's ideas, but let's talk about those 3.

But first, let's talk about education in general. This process is very multifaceted and one of the functions of education is the formation of healthy boundaries and functioning adaptive schemes in the child. Those. parents help form a certain shell (boundaries) and mechanisms that allow the personality to work (schemes).

The meaning of the growth and development of the personality is the expansion of boundaries, the development of their elasticity, and the creation of a wide variety of different “mechanics” inside. A parent cannot simply buy parts from a nearby store and mount them inside the child. The child does it himself, but under the guidance of the parents. In order to keep moving forward and enriching itself with experience, the child needs not only boundaries, but also freedom.

In this case, the child always tries to expand his zone and test the strength of the parent's boundaries or find out which methods and actions cause which response. Not necessarily the child does something extraordinary, sometimes he wants to at least “poke with a stick”. If I say this to mom, or do it for dad, what will happen?

This is a rather important moment in the development of a new person. Everything new attracts and beckons. He does not know how society functions and tries different approaches, what works and what does not. From these answers to questions of what is possible and impossible, his ideas about the world are formed. That. the child will constantly test the strength of the boundaries of the parents with different intensity, this is his first testing ground for testing himself in society. Then he will switch to friends and teachers. But it is at the level of parents that it is important to give him the tools to expand and develop himself without infringing on the boundaries of others.

And it is on the ratio of boundaries and freedom that the styles of education are singled out. So:

Authoritarian type or "borders without freedom". Parents believe that they always know better how much and what the child needs. If a child has difficulties or tries to poke a stick into the boundaries of the parents, then he immediately receives a negative reaction of varying degrees of severity. It doesn't matter why the child was poking with a stick. What did he want to achieve? Attention, approval, or tried to achieve some benefits. Give hands immediately so that the child never tries again.

In general, it is usually understood that the child should receive the lesson and learn it immediately. A commonly cited example is an electrical outlet being poked by a child with a nail. After receiving an electric shock, he never repeats it again. In general, in fairness it must be said that some children continue to experiment with other materials, and the child always has the opportunity to explore the nature of the current by other methods that are actually more informative. For example, turn on and off the light, etc. A parent with an authoritarian upbringing immediately shuts off the electricity in the whole house. You don't have to go all the way to physical assault, but the authoritarian parent has quite a few different ways to choose from. These are screams, accusations, insults, isolation and all sorts of other methods of aggression - emotional and hidden.

At the same time, the child is not given the opportunity to clearly understand the message of the parent, and the reason is not explained. It just needs to be so, and the child must guess why he is wrong (the parent usually thinks that the child’s wrong should be obvious to the child himself) For example, the child plays ball in the hall next to the glass coffee table, the father bursts in, takes the ball away and fights behind his ear, saying, “I'll show you! My mother and I work and work, and you just have fun and don’t appreciate anything.” From the point of view of the child, the situation is incomprehensible because the glass table occupies a very disreputable place in his world. Those. if the table suddenly does not exist, he will not feel orphaned. Those. why he was punished and what he had to do. He had no information that the table was valuable. It is also completely incomprehensible what else he should guess.

The next lesson that the child receives is that force is always right and aggression can achieve its own. You have a problem? Is someone threatening your favorite thing? You have to attack him somehow. You feel hurt and offended, let the other feel too, make him hurt or unpleasant. Therefore, after some time, dad can find his son with the ball near the table again. But the child will already use this behavior to pressure and manipulate the parent. Wouldn't you like to go to the zoo with me? Now I'll show you. I will play the ball for evil near the table. If you see that I play, you will know that you are not my authority. If I break the table, it will hurt you even more. Yes, in the end it can be more painful for the son. In the region of the sacrum. But children are not very good at planning and anticipating the sequence of events. Especially if they are overwhelmed with negative emotions (resentment towards the father).

Children do not develop the ability to solve problems adequately. The child is deprived in principle of the problem to solve. He has desires that are satisfied or not satisfied by the parent, depending on the worldview of the parent. If the daughter wants a dress, the mother decides what color, what price, and what style. You either have to wear only this, or no dress at all. From the point of view of the parent, everything is done for the child and the child lives like a prince or princess and consumes what the parents consider the best. It is clear that no one asks her daughter if she wants to be a princess. Don't like the pink dress your mom chose? Yes, you ungrateful bastard! Further, a certain amount of negativity is poured onto the child in the form of threats and insults and demands to comply with the rules. As a result, in the adult state, the child approaches solving problems in this way.

Supporters of authoritarian education. Some teachers believed that children are born with the so-called wild playfulness, which must be suppressed in the process of education by the power of the authority of the teacher and various measures of pedagogical influence. Such ideas, in particular, were adhered to by the German teacher Johann Herbart, whose name is usually associated with the formation of methods of authoritarian education. In principle, he understood the positive significance of such methods of education that promote the development of the consciousness of children and are based on benevolent relations between them and teachers, but he considered it expedient to use these methods in the later stages of educational work. At an early age, he recommended the use of controls, among which he put forward the threat in the first place. But the threat does not always help, then supervision, orders and prohibitions, punishments, including corporal ones, come to the rescue. I. F. Herbart developed in detail a widely ramified system of punishments, which later enjoyed wide popularity in educational institutions in many countries, including gymnasiums in Tsarist Russia. Deprivation of liberty - “placement in a punishment cell”, deprivation of food - “leaving without lunch”, a penal magazine - “conduit”, “standing in the corner”, etc. - is far from a complete list of punishments recommended by I. F. Herbart. It is characteristic at the same time that he considered authority and love to be auxiliary means of control, believing that they, in fact, go beyond control. In Russia, this technique was actively promoted by Krasovsky, who in 1859 published the book "Laws of Education". In man, he wrote, two principles are rooted: attraction to home and attraction to evil. Innate immoral tendencies, in his opinion, can be adapted to the moral requirements of the circumstances only on the basis of unconditional submission, using coercive measures and various punishments for this. A supporter of authoritarian education already in Soviet times was prof. N.D. Vinogradov, who believed that it was possible to raise children only by suppressing their playfulness and erratic behavior. On this basis, in the 1920s along with the concept of the method of education, the term "measures of pedagogical influence" has become widely used.

Slide 4 from the presentation "Authoritarian Parenting"

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"Civil education" - Civic education abroad. The ability to carry out their duties. Objectives: The main content of the Program. Educational and cognitive. The main idea of the Program: Exit from the Program. Formation of citizenship as a personal quality in students. Activation of activities within the framework of civic education.

"Manual for education" - V. A. Slastenina, I. A. Kolesnikova. - 4th ed., erased. - M. : Academy, 2008. - 334 p. Technological solutions for implementing the ideas and principles of this concept are presented. Open a book, read, think and create! Various points of view on the subject, process, problems of education are analyzed. M. G. Nikolaev. - 6th ed., corrected. and additional - Tomsk: Publishing House of TPU, 2009. - 216 p.

"Education of schoolchildren" - Moral education includes eight main areas: The first direction is diagnostic. Forms: questioning, interrogation, testing, pedagogical supervision, conversations. The eighth direction - "Labor, economic education" Purpose: the education of a positive attitude towards work as the most important value, the development of the need for creative work.

"Education grade 7" - Legal education. Hard in learning - easy in battle! (our achievements). Tasks: Co-creation. Expected result: Freedom of choice. Moral education. Labor education. Principles. Goals: We are the most reading class in the school! We choose. Sports and health education. Success. Intellectual education.

"The system of education" - By the age of 20, young soldiers received full armament. From the age of 7, the policy (city-state) took over the education and training of the Spartans. The system of collective education. The ideals of chivalrous upbringing have survived to this day. Athenian educational system. Stage 2 - 15-20 years old - included additional training in singing and music.

"Concepts of education" - The structure of the concept. As a result of the implementation of the Concept, an effectively functioning Kazakh model of education will be formed, taking into account universal and national values. Conditions for the implementation of the Concept. Purpose, tasks, content of education. Expected results of the implementation of the Concept. The goals of education and the tasks of educational work are implemented in the educational process, during extracurricular time and in the leisure period.

Parenting methods fall into three categories: authoritarian style, communication method, and behavior modification method. All three methods of managing a child's behavior have their strengths and weaknesses. Twenty-two years of experience in solving parenting problems in our pediatric practice, as well as raising our own eight children, has led us to understand that all three methods are useful at different times, and each in itself is part of a systems approach.

This is how children should be raised so that they grow up:

independent;
self-confident;
sociable;
not suffering from anxiety and not knowing despondency.

Parents who adhere to the right parenting style are sensitive to the needs of their children, support them and firmly but respectfully demand that the rules be followed. Diane Baumrind, a scholar at the University of California at Berkeley, calls this style of parenting "authoritative."

Since the mid 1980s. one study after another confirms the existence of a strong relationship between parenting style and social behavior of the child - positive or negative.

This does not mean that the parenting style unambiguously predetermines the type of social behavior of the child. Our influence on the formation of a child's personality is not unlimited. After all, there are other factors: heredity, the influence of peers, culture and other adults (nannies, teachers, grandparents, mentors). According to scientists, the influence of parents can be estimated at 20-50%.

But we do what we can, right?

The Spectrum of Parenting Styles

Authoritarian parents are firm but not kind. They set strict rules and demand unquestioning compliance with orders: “Why? Because I said so!" Typically, their children are well-behaved, but they have a very hard time learning the vital skills of self-regulation (see "Learning Self-Control Through Play"). They also find it difficult to judge what is good and what is bad, because they have to be not guided by their own moral principles, and to depend on an external force - the threat of punishment.

Indulgent parents are kind, but lack firmness. They cherish the child, enthusiastically communicate with him, but are prone to permissiveness. The desire to avoid confrontation at all costs and the neglect of discipline lead to the fact that they do not require compliance with their own established rules. Their children are distinguished by high self-esteem, but also by impulsiveness, and in the future, an increased tendency to drug and alcohol addiction. Problems at school are also very likely.

Aloof parents are neither firm nor kind. They satisfy the basic needs of the child, but their interest in him is limited to this. It is their children who are most at risk of committing crimes.

Parenting style is recognized by "hearing"

Authoritarian	Authoritative	indulgent
“Come on, don’t jump in line! Stand aside, this boy will go first."	"You've got to wait your turn, honey"	Passively observes how the child climbs out of turn. With a good-natured smile, apologizes to other parents
"Everyone, we're leaving!" (if the child continues to play, they take him by the hand and take him away)	"We'll have to leave in five minutes"; “Slide down the hill again and put on a jacket” (if the child continues to play, they take him by the hand and take him away)	"Maybe let's go?" (if the child continues to play, the parent sits and waits)
"Stop and put on your shoe"	“Great job! The shoe ran away, but you learned how to climb the ladder"	“Maybe I should put the shoe back on?”
"Do not dare! Apologize immediately. And just try again!”	“When we are angry, we do not fight. Think about what can be done instead? If you keep fighting, we'll have to leave."	“If you hit anyone again, we will leave. What did I say? You don't have to do that. Do you want us to leave? I told you not to fight. I said stop it. Do you really want us to leave? Hit someone else and we're out."
"Sit down!"	“Please sit still. Mom will be very upset if you fall out of the stroller and hurt yourself.	“Please sit down. It will be better if you stop getting up. Well, okay, you can get up, but just for a minute.
“Do you want to eat again? There's nothing to be done, the afternoon snack was already. Order is order"	“Do you want to eat again? Okay, you can take this grape or a slice of cheese.”	“Do you want to eat again? To health! What would you like?

Authoritarian parenting style

The traditional way of upbringing, authoritarianism, is based on the fact that parents are authoritative persons whom the child must obey or strictly imitate. One man I knew said: “I am the father, and he is the child, and that's all. I don't need all this new philosophical nonsense.

If he goes beyond the limits set by me, I will show him who is in charge. With this style of parenting, punishments are considered appropriate and simply necessary. The positive side of this method is the atom, which clearly defines the responsibility of parents for their children. However, many of the problems of education today occur precisely because adults do not instill a sense of responsibility in their children. Children need smart authority figures who tell them what to do and what not to do. The authoritarian style will always be an important part of the parenting process.

Authoritarian parents may have other problems as well. For example, a child does not justify parental love and hope. The child may also be inwardly afraid of parental authority, which governs his entire life, even when he becomes an adult. It is very important to understand that if this method is used as the only one in the process of education, it simply does not work. And this can be explained. Parents are so focused on removing negative elements that they do not notice the good in the behavior and formation of their children. In addition, the priority of punishment deters parents from exploring more appropriate interventions that would make punishment secondary to the need. The worst thing about the authoritarian method is that the child's behavior is determined by the fear of punishment, not by the desire to please the parents. As a result, there is no development of internal control. Thus, the feedback shifts and the behavior can become uncontrollable. Children do not scatter toys, as adults demand, but they develop a lack of self-discipline that needs motivation and self-control when there is no threat of dire consequences.

The authoritarian style views parenting as an influence on the child, not as a learning process that you go through together with the child. A newborn who cries so much is more like a tyrant whose cries need to be suppressed, and after all, this is, first of all, a small person who needs help. Relationships between parents and the child are established and formed, in which the concepts are mixed: the formation of a sense of responsibility in the child and strict control of him. Authoritarianism creates distance between parent and child for two reasons: It is based on punishment, which can easily breed rage. This further alienates the parents from the child and does not allow (or allows to a very small extent) the development of the child's character.

Smart caregivers begin to study their children and work to get to know them better. Advocates of an authoritarian parenting style often find this statement derogatory to their authority and therefore do not include it in their parenting toolkit. Since the authoritarian style is not conducive to raising a child as a person, it rarely attracts parents and children if a good heart lies behind a heavy hand.

Education as medicine

A well-bred child, and especially a difficult one, inherits the best and worst features of his parents, any reaction is similar to the one that adults have instilled in them. Therefore, by raising a child, you educate yourself. By shaping your child's behavior, you are shaping your own. By training your child, you are training yourself, i.e. * there is a mutual process. Understanding the inner world of the child and your reactions to his behavior leads to self-improvement. Raising a child will help you understand how you yourself were raised. Problems in your past can show up in your relationship with your child and reduce parenting opportunities. If your childhood was replete with negative factors in upbringing, then there is a risk of similar problems. The desire to raise your baby well will make you forget certain moments of your childhood in order to become a full-fledged educator for your own child.

Communication Method

The philosophy of learning as communication has more room for education than education for punishment. Frustrated by the authoritarian method, accompanied by punishment, parents turn to special schools where they are taught how to better communicate with their children. Many parenting books and courses in use today are based on this principle. The philosophy of this method is based on the fact that there are no bad children, but bad communication; that all children are inherently good, and parents must learn to talk to children and listen to them. The positive novelty of this "modern" method is that it is based on respect for the child as an individual whose actions are determined by the emotions and encouragement of the parents. Parents are learning methods and ways to pass on to their children the style of behavior that they want to see. Parents understand the importance of empathy and creating a positive atmosphere in the home, so they can limit their use of the word “no.” The method of communication emphasizes the ability of parents to reduce the need for punishment. Understanding replaces punishment. Corporal punishment is prohibited.

The main problem with the method of communication is that the power of parents is reduced. Parents act as psychologists, negotiators and diplomats. Children may finally lose respect for the authority of their parents. This lack of respect for domestic authority translates into a lack of respect for others, including, for example, teachers or authorities. If it is abused, then most children will consider this method false. The dialogue may turn into a list of emotionally correct phrases mother and father memorized in the last lesson of evening parenting school, and not into a way of communication. Instead of saying: "Don't beat your brother," parents - supporters of this method - should appeal to the child's feelings: "You shouldn't be so angry with your brother." These are the right words, but what happens if the child continues to fight? What are you going to do? Another problem is that parents are very worried that they are disturbing the child's psyche if they do not react in the "correct" way and are not ready to finally take control of the situation. This style of parenting, therefore, may seem too free.
Behavior modification method. Behavior modification is known to teach that a child's behavior is changed for better or worse in accordance with how parents shape the child's environment. If a child continues to fight with other children even after he has received the psychologically correct attitude, he will simply be isolated from the group. Most children respond well to this type of upbringing. Some refer to this method as an invention. Although there is something mechanical in this method (spoiled children are very easily re-educated with its help). Behavior modification gives parents certain ways and skills when the authoritarian style and method of communication does not work. Behavior modification can be especially helpful for children who have emotional and psychological problems and do not respond to other methods. Parenting focuses on shaping behavior, regulating but not judging the child.

The weaknesses of the behavior modification method are that at a certain period, sooner or later, it will become crowded inside it or the strength of the method is insufficient to apply it appropriately. The serious danger is that it concentrates more on external techniques than on the relationship between parents and child. The child is perceived as an object, not as a person.

Consult with experts

When I counsel budding pediatricians, I recommend Surround Yourself with Wise and Experienced Parents and Learn from Them. They are truly experts in education. In formulating our own philosophy of education, we took into account what these wise educators did and what their children became. And here's what we learned: Wise parents spent time and energy getting one step ahead of their child and creating an environment conducive to good parenting and fewer opportunities to misbehave. Wise parents:

do not lose touch with their children;
develop mutual feelings between parents and the child, devoting more time to developing the desired style of behavior, thereby reducing the need for behavior correction;
develop an understanding of the child's behavior, correlating it with age;
use humor to develop the child's sociability;
they know how to look at the world through the eyes of a child and correct his behavior accordingly.

Love for a child makes you listen to any advice that you think will help you raise him well and turn him into a bright personality in the future. Listen to the advice of those who themselves have raised many children whose upbringing you enjoy. By observing such people, you can learn a lot from them.

"attachment" method

Parents who use any of the three methods above to solve a parenting problem may find that their child's behavior is improving, but only temporarily.

Each family, each situation has its own characteristics, so parents should take all this into account when correcting the child's behavior. Parenting is a difficult job that does not allow breaks.

We recommend using the best of the three methods outlined above, but only after a solid foundation has been established: parenting depends on building the right relationship with the child. Having created a solid foundation on trusting relationships, parents can use other parenting methods (authoritarian, communication and behavior modification), combining them in the required proportions. If you're having trouble raising your child, you can use close, trusting relationships. The question “What is happening with my child, and how can I help him solve problems?” better than "How to learn to educate him?" This method helps parents and children work together rather than in conflict. The structure of the "attachment" method is a pyramid: the base, wide and strong, allows further construction, but, going up, you have to use less energy and materials. The building is solid and will last forever. Other approaches may seem convenient at first, but applying them without a solid foundation will lead to complex adjustments later on. Yes, you must supervise the child, but not through management. Yes, you should communicate with your child, but within the framework of a trusting relationship. Yes, you need parenting tools to deal with a real life situation, but when these methods don't work, you must try to understand your child more deeply. By raising a child with the "attachment" method, you can be sure that he (in most cases) will be well behaved and develop the self-control necessary for a happy, successful life. Where the authoritarian method clearly defines: "I will tell you that do”, the communication method assumes: “Do you think you are doing the right thing?”, and the behavior modification method allows: “If you do this, then this is what will happen.” Our approach is based on a trusting relationship: “Can you believe that I want help you".
Remember that parenting is a complex issue and the individual parts must be put together in order to establish a proper relationship with the child. We are responsible not only for what the baby can do by a certain age, but also for the general susceptibility to the new, to the comprehension of life. At an early age, it is important to lay the foundations for freedom of choice, to identify talents and abilities.

What parenting style do you follow?

It depends on the temperament of the child, on your own temperament, on how you were brought up, and on the behavior of other parents you know. (And also from the fact that the third time your child appeared in the living room late in the evening or already on the thirteenth.)

The easiest way is to be authoritarian: it is not necessary to threaten and punish a great mind. To become an authority for a child, you need more time, effort and patience. Therefore, do not deprive yourself of the right to make a mistake. It's okay to fail, pull yourself together and try again, especially if you are not very patient or your own parents could not serve as role models of an authoritative style for you.

Adhering to a specific parenting style, rather than simply responding to stimuli, is not at all easy. I noticed that every day I change a little. In the end, it's up to you: track what you say and do with your partner, then think it over and make a choice. You can seek help from a counselor, parenting coach, or parent group leader.

Different children, different parents

Try to be authoritative. But do not discount the authoritarianism. An authoritative parenting style is best for confident, active, or cooperative children. With regard to stubborn, impulsive or rebellious children, more firmness should be shown, more restrictions should be introduced, approaching an authoritarian style, in order to prevent the development of aggressiveness on a physical or psychological level. And shy, anxious, shy kids need very gentle guidance with elements of a conniving parenting style.