Working with a large family in a doe. Working with single-parent families in kindergarten. Program Implementation Mechanism

Shilova Irina
Plan of work with large families

No. Events Date Responsible

CONSULTATIONS:

-"Punishing - think about how?";

- "The moral education of children in family» ;

- "On the Rights of the Child";

-"Adviсe large family»

during a year

educators

2. Distribution of booklets, individual conversations. during a year

educators

3. PHOTOS:

-"Different loved ones" November Caregivers

4. EXHIBITION:

Thematic book exhibition « family together so the soul is in place"

educators

Exhibition of paintings "Image families through the eyes of an artist» April Caregivers

5. OPEN DAY:

Family Communication Day May Educators

8. PRODUCTIVE ACTIVITIES:

Making gifts for moms, cards for members families, to the Day of the Elderly, to the Day of the Russian Army, to the day "Love, family and loyalty»

Examining the illustrations "About Mom".

GAME TRAININGS:

Name affectionately relatives and friends;

Tell me how you can make your mom happy (dad, grandfather, grandmother);

Whose helper are you?

SOLUTION OF PEDAGOGICAL TASKS:

For me or for everyone;

We learn to give in to each other.

during a year

during a year

during a year

educators

educators

educators

Plan of work with large families

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"Socio-pedagogical activity with a large family in a preschool educational institution"

Introduction

Chapter I. A large family as an object of study in the works of domestic and foreign studies

Chapter P. Conditions and ways to optimize relationships in a large family

2.2 Independence as a personal quality and a factor in positive relations between children in a large family

2.3 Outcomes of the Child Anxiety Reduction Program

Conclusion

Bibliography

Applications

Introduction

Relevance of the topic.

At present, the problem of the socio-psychological well-being of children in a family and preschool institution is of particular relevance, as it is one of the most important components of the state policy of preserving the health of the nation.

The current situation in Russia (the economic crisis, the escalation of social and political tension, interethnic conflicts, the growing material and social polarization of society, etc.) has exacerbated the position of the family among the main transformation trends that the modern family is undergoing: changing family functions, reducing the size, changing type of dominance. The collapse of the normative system of parenting with many children led to the widespread adoption of the norms of having few children.

In modern conditions, a family with three or more children refers to large families.

At first glance, the most pressing problem of a large family is the problem of the economic plan, the family budget. However, there are at least important questions relating to family relationships.

The data of modern psychology and pedagogy say that it is better for a child if he is not alone - he has more chances to avoid childhood autism, neuroses, fears, unhealthy egocentrism, self-obsession. However, the upbringing of several children in a family is not as cloudless as it seems at first glance. Having many children can also be a risk factor for the mental health of children in a family, since rivalry and negative relationships can develop between them, the consequences of which negatively affect the personality of children.

In a family where problems arise in the relationship of children, parents solve them in their own way, or they do not make any efforts to improve their communication. As rightly noted by many researchers (G.T. Homentauskas, Adel Faber, A.Ya. Varga, V.N. Kotyrlo, V.G. Nechaeva, etc.), the main reason for the negative attitudes of children is the wrong position in in relation to children is the wrong position in relation to the children of the parents, which determines the type of upbringing in the family.

Purpose of the study- to identify the influence of the child's independence on his relationship with other children in the family.

Object of study- children from large families.

Subject of study- the process of relationships and the formation of independence of children in large families.

Hypothesis- in a large family, positive relationships between children are established if:

the position of parents is based on humanity and love;

favorable relationships between parents and children are established;

real conditions have been created for the formation of children's independence.

Marital relations are one of the main factors influencing the psychological microclimate in the family. Consequently, they determine the style of education, the nature of the system of relations "parents - child". This system, in turn, determines the features of another system of relations in the family - "child - child".

The next reason that determines the positive relationship of children, we consider the subjective activity of the child's personality, presented in the form of independence. Without the independence of each, the joint life of people, their way of life, work, economic and cultural relations is impossible. Independence allows a person to establish truly humane relations with other people based on mutual respect and mutual assistance.

Research objectives:

To theoretically substantiate the socio-psychological analysis of the family as the basis for the socialization of children.

To study the features of the relationship of the children's community in a large family.

Determine the conditions and ways to optimize relationships in a large family.

Main research methods:

1. Analysis of psychological and pedagogical, social and pedagogical works on the research topic.

observation.

Testing.

Chapter I. A large family as an object of study in the works of domestic and foreign researchers

1.1 Socio-psychological analysis of a large family

The family, according to scientists, is one of the greatest values ​​created by mankind in the entire history of its existence. Society and the state are interested in its positive development, preservation, and strengthening; every person, regardless of age, needs a strong, reliable family.

The current situation in Russia (the economic crisis, the escalation of social and political tension, interethnic conflicts, the growing material and social polarization of society, etc.) has exacerbated the situation of the family. Millions of families have a sharp deterioration in the conditions of implementation social functions. The problems of the Russian family come to the surface, become noticeable not only for specialists.

This is a drop in the birth rate, an increase in mortality, a decrease in marriage and an increase in divorce, an increase in the frequency of premarital sex, an increase in the frequency of early very early, as well as illegitimate births. This is an unprecedented increase in the number of abandonment of children and even their murder, and the growth of emotional alienation between family members. There is no shortage of listings of family problems and interpretations of their causes and effects.

Also, the system of family education represents significant changes, and today we have to note that the destruction of the family in the traditional sense is exacerbated by the problems of family education for a number of reasons:

single-child or small-child families for many generations. Being brought up in such conditions, children do not receive practical skills in raising and caring for younger brothers and sisters;

young families have the opportunity to separate from their parents. The influence of the older generation is declining, their life experience and wisdom remain unclaimed;

the traditions of folk pedagogy have been thoroughly lost, according to which it is believed that it is necessary to raise a child while he is small, and, "lies across the bench, and not along";

the ongoing urbanization of society has increased the anonymity of communication between children and adults, especially in large cities;

complications of family education due to exacerbation of social and economic difficulties (low wages, unemployment, etc.);

hypertrophied politicization, when parents are addicted to watching television programs of various kinds, and to communicate with children, i.e. there is no time left for their education.

The collapse of the normative system of parenting with many children eventually led to the global spread of the norms of having few children, when the presence of three or more children in a family is considered deviant.1

The problems of large families seem to be moving into the background; I mean not economic problems, but problems of intra-family emotional well-being.

Of great importance for the educational potential of the family are such components as the educational level of the parents, the general culture, pedagogical activity, the ability to establish good relations with everyone around, the structural type of the family, the age of the father and mother.

It cannot be emphasized that the family atmosphere - the relationship between family members - values ​​and parental ties, create the initial, decisive environment in which the child's personality is formed. From experience family life he establishes an idea of ​​himself, of others, of the world around him as a whole. This atmosphere forms the values ​​of the child himself, provides him with a sense of security (or insecurity), a sense of his own significance.

It should be noted that the difficulties experienced by the family, in particular of a social and psychological nature, closely intertwined and interacting, affect the educational process. And these difficulties include problems family relations, material difficulties, lack of life experience and pedagogical skills. Pedagogical failures of calm tension lead to a loss of patience, endurance, and affect the stability of the family.

All children, to a greater or lesser extent, are influenced by the family atmosphere formed by parental relationships. Through them, he joins the assimilation of the cultural heritage of his people. Trouble in family education- this is, first of all and mainly - the undeveloped relationship between the mother and father of the child. There is no greater threat to the family and harm to the health of the child than his negative feelings. Marital relations form a certain position - emotional attitudes towards a son or daughter, a look at his (her) upbringing. Parental position is one of the most important factors influencing the formation of a child's personality. It reflects the feelings that his parents have for each other.

The reduced emotional tone of the father and mother, frigidity (inflexibility) of relations with the child, emotional "deafness", and concentration on one's own experiences have their own destructive influence. All taken together creates in the child a feeling of distrust of adults, his own uselessness, forms a conflict type of personality.

Not possessing pedagogical knowledge, parents, seeking obedience, resort to ineffective measures of influence, such as lectures, threats, punishments.

In relation to parents to children, one can also note the lack of meaningful communication. Impulsiveness, categoricalness, and labeling, the desire to instantly achieve a positive reaction to one's actions, to get an (imaginary) result - this is an incomplete set of methods of family education.

Many outstanding teachers (V.A. Sukhomlinsky, N.K. Krupskaya, A.S. Makarenko and others) wrote about the importance of humane education. The problem of empathy (sympathy, empathy), emotional well-being is actively discussed by modern researchers. However, inertia, unwillingness to think deeply, to grieve their influence on upbringing, puts children in a dependent position on the will and mood of their parents.

For raising children great importance has a personal example of parents. The main mistake, wrote L.N. Tolstoy, is that they take up the upbringing of children, not bothering themselves with self-education.

Intra-family ties in a large family are known to include marital relations, parent-child and relationships between children.

Great difficulties in the educational process of a family with several children are connected precisely with the establishment of friendly relations between them.

The special importance of intra-family relations, the family microclimate for the upbringing of children was noted by many Russian researchers. So P.F. Lesgaft emphasized that the condition for family life helps the child to realize his involvement in the human race, to join the spiritual values ​​of the people, their language, rights, leave an indelible mark on his entire future existence. Family life, as Ostrogorsky A.N. wrote (1989), has the same meaning for a child as social life has for adults. Children try their strengths and abilities first of all in the family, and then in communication with children and adults outside the home.

The atmosphere of the family, the whole family way of life has an impact on the child. The experience of communication received in the family is very important. They largely determine the well-being of the relationship of a preschooler with other people.

The influence of intra-family relations on the formation of a child's social experience is evidenced by the works of modern psychologists, teachers and the practice of family education (A.Ya. Varga, V.K. Kotyrlo, A.S. Spivakovskaya, V.Ya. Titirenko, etc.).

In the studies of T.V. Antonova, O.M. Gostyukhina, G.A. Repina, R.A. Smirnova and others studied various aspects of the kindergarten. So, in the works of A.A. Royak (1974, 1988) identified the causes of difficulties in children's relationships with each other, and showed some ways to correct unwanted relationships. T.V. Antonova (1983, 1987) developed methods for regulating peer relations through their communication. V.R. Lisina (1994) shows the teacher's ability to overcome the child's situational discomfort caused by dissatisfaction with relationships in the kindergarten group.

In order to present a picture of children's relationships in a large family, let us consider the socio-psychological characteristics of children's groups.

A large family is a personal microenvironment for a child. The specific feature of the personal microenvironment is not so much its limitation, but rather the decisive circumstance that the child actively interacts with it, acquires his social experience here, emotionally experiences his relationship with the components of its model. The personal microenvironment of a child, in our case, this is a large family, is a unity of two main socio-psychological subsystems: initially it is the "adult-child" subsystem, to which the "child-child" system is connected at a certain stage of ontogenesis.

In a large family, the "child - child" system is implemented in a way - brothers and sisters. But as we have already noted, the system "adult - child" (or "parents - children") suggests acting on this connection.

An analysis of the genesis of relationships in the "child-child" system must begin with an examination of the original, initial "adult-child" system. It is in this that the need for communication arises and receives an incentive for development and self-development, which appears to be decisive in the motivational-requirement sphere of interpersonal relations.

How and when does the relationship and communication of a child with an adult arise? This question is not as simple as it seems at first glance, and the stereotypical answer: "since the birth of a child" is inaccurate from our point of view. The fact is that the attitude of the mother (and other significant adults) to the child arises before his birth. This attitude is associated with the content of a complex of relevant socio-psychological standards, standards and stereotypes in the field of family traditions and individual attitudes regarding socially approved norms of maternal love, care for children, duties associated with them, etc. Thus, even before birth, the mother predicts her future attitude towards him. In this case, we can talk about the presence of a relationship without a corresponding implementation in the process of communication.

A new stage in the development of the mother's relationship to the child begins in the prenatal period. Here the very nature of the relationship changes significantly - there are actual experiences associated with the bearing of a child, and with his first felt movements, and with the expectation of childbirth. In the process of prenatal development, the child is already in close contact with the mother, which, of course, has a purely physiological character. Relations in the "adult-child" system continue to remain one-sided even in the first two months of a newborn's life. The attitude of the mother to the child in this period does not yet find a proper psychological response on his part. The baby is already communicating with the mother, but this communication is purely operational. In this case, we observe the phenomenon of communication without a subjective psychological attitude.

Gradually, the objective need in an adult begins to be reflected in the form of experience, and from that moment on, we can talk about the emergence of a need for communication, which acts as a biologically and socially expedient subjective correlate of this need. To the development of the need for communication, from our point of view, the hypothesis of L.I. Bozhovich about the genesis of human spiritual needs. Apparently, the need for communication, as well as the need for new impressions, which L.I. Bozovic, refers to such a quality new form needs, "when a person understands not the need for something, not a lack, but the desire for a new experience - for mastery, achievement. Thus, mental mental needs become unsaturated, acquire the possibility of self-motion." one

Bozhovich L.I. Problems of personality formation. Ed. D.I. 1997

In the third month of life, this need is clearly expressed in the activity of a direct-emotional relationship with adults (“revitalization complex”), which, according to D.B. Elkonin, represents the leading activity of the baby.

From the moment when communication acquires a two-way character, the "mother-child" system from a socio-psychological point of view becomes a "small group", i.e. relatively constant necessarily, in which direct interpersonal communication is carried out, significant for its members. It is here that the child acquires that socio-psychological experience, which at a new stage leads to an expansion of the circle of communication, extends to other significant adults, and, which is especially important for us here, to other children, thereby contributing to the emergence of the "child-child" system.

The most common socio-psychological pattern of children's relationships is the formation of a small group, which is a universal system of direct interpersonal communication.

A small group is a natural and non-subjective socio-psychological substratum of the collective. And in this regard, in our case, the relationship of children in a large family can be considered as an intra-group process of a small group in a team.

Let's move on to brief description some more specific socio-psychological patterns of the functioning of groups of children at different age stages. Let's start with an analysis of the structural and dynamic characteristics of relationships in a group.

The selective attitude of a person towards other people arose in the early stages of ontogeny. The “unbridled sociability” of a two-month-old infant, who reacts emotionally positively to the appearance of any adult in the field of vision, already from 4-5 months gives way to a selective attitude: the first, but at the same time fundamental differential “friends” and “strangers” appears.

In a group of children, this selectivity gives rise to a number of phenomena that have the character of general socio-psychological patterns that manifest themselves at all age stages. First of all, these include the status structure of the group, its differentiation into members occupying various premises. At any age in the group there are people who enjoy the favor (sympathy) of many children and occupy, from this point of view, a "higher" position, and there are also those who occupy an "average" position or below the average. There may be people in the group who do not enjoy the sympathy of other members or cause antipathy towards themselves, due to which they find themselves in a kind of psychological isolation.

The general nature of the status structure is expressed in the fact that the extreme sociometric categories (leaders and outcasts - outsiders) are always fewer in number than the average (accepted). An age trend is also found: the number of people in the extreme status groups increases with age. Apparently, this is due to an increase in selectivity in interpersonal relationships.

Based on the fact that children in a large family represent a small group, it is necessary to highlight the features of their relationship.

1.2 Features of children's relationships in a large family

This aspect of relationships in a large family has been little studied. Therefore, in our work, we proceed from the works of Homentauskas G.T.

The relationship in the family is defined as a form and condition for the coexistence of relatives (parents and children). With the help of relationships, the functions of the family are realized. The nature of relationships in the family is formed under the influence of several factors: the traditions of family communication, the socio-economic state of society and its moral and psychological atmosphere; the degree of dependence of the life of the family on society; type of family, its composition, structure, mental and personal properties of family members; the degree of their compatibility, conflict. Thus, we can conclude that the relationship in the family is influenced by both external and internal factors.

In this case, we include large families as internal factors.

In popular literature, it is noted that a large family is more stable than one and two children: children strengthen the marital union, exacerbate marital debt. In a large family, a real opportunity is provided for constant communication between people of different sexes, different ages, and the possibility of forming such character traits as selfishness, selfishness, laziness is reduced. The variety of interests, characters, relationships that arise in such a family is fertile ground for the development of children, for improving the personality of parents.

In a large family, children are more likely to avoid childhood autism of neuroses, fears, unhealthy egocentrism, self-obsession. But having many children can be a risk factor for a child's mental health.

Relations between children in a large family can be negative; children develop rivalry, aggressiveness, negativism, etc.

The attitude of parents to children, presented by us in the socio-psychological characteristics of children's groups, is of great importance for the relationship of children among themselves. As we have already noted, the "adult-child" relationship is a determining factor in the motivational-demand sphere of interpersonal relations between children.

The educational influence of the surrounding group of children in a large family has specific features. Extensive research is not needed to understand and admit that children in such a family spend much more time with each other than with any of the parents.

They act as an inexhaustible source of developmental incentives for each other (the older ones for the younger ones). Internal relations in such a children's group are built on the characteristics of the behavior and temperament of each and on a number of other factors that were indicated earlier.

The attitude of children to each other and the attitude of parents towards them change with the age of the children. But one thing remains unchanged - the order of birth.

A characteristic feature of such a children's group is also a certain constancy and commonality of living conditions. They are children of the same parents, they have the same relatives, witnesses of the same family events, they live among the same things. They once and for all, at least formally, have fixed the position of everyone in such a children's group. The group of brothers and sisters is characterized by the fact that one child for another acts as a partner rather than any of the parents or adults. It is natural that many conflicts arise between children, as their interests and needs are “close”, but, of course, not identical.

But at the same time, their "partnership" is the source of many socially positive situations and trends. Here "co-learning", "co-play" and "cooperation" are formed.

The next feature is that children have to share the attention of their parents and much more among themselves, thereby they learn, to a certain extent, to be courteous and receptive.

In children, the idea of ​​\u200b\u200bI is me is formed, in a large family, the consciousness very quickly arises that we are - children, brothers, sisters. In addition, life in a children's group very effectively contributes to the so-called differentiation of personality. A child in a family wants to do what another does, to be able to do what another can, and so on. but on the other hand, each of them with the same tenacity defends something of his own, wants to be able to do something else, to do something else. Wants to be himself, not just an older or younger brother. He wants to please his parents, to impress other children with something of his own, special, and not just because he is a brother or sister of someone who, as an example, constantly looms in front of him, or how to pamper him as he steps on his heels. Here is the root cause of children's rivalry. It can be natural and healthy in its own way if parents can support and guide it so that no one is left out and humiliated. But rivalry can bring negative results if you lose control over them.

Rivalry, competition between children in a family is such a widespread phenomenon that some psychologists and psychiatrists consider it inevitable. Or, a general pattern is noted: the greater the gap in years, the less competitive relations are manifested, and vice versa - the less the age of children differs, the brighter their rivalry.

G.T. Homentauskas notes that the relationship of children depends on the attitude of parents to children. Even to an unborn family member, with the corrected behavior of the parents, another child may manifest as a result jealousy and an aggressive attitude towards an imaginary competitor, which can certainly become a reality if nothing changes in the family.

Such feelings are more or less familiar to all firstborns, but not all are equally intense. Moreover, they are not always negative, since they have a certain psychological meaning - they encourage the child to look for new forms of behavior in the family. They can help overcome selfishness, direct the child's energy to assert himself in more mature ways of communicating with parents, etc. however, when negative feelings are too intense, they can cause deep psychological problems. To make up for emotional relationships (lack of love and attention of the mother), the older child may show repression. Children, therefore, seek to comprehend what is happening through role-playing.

To achieve psychological benefits (feeling of significance, love), older children set themselves various socially significant goals. But this can also lead to various behavioral disorders, to a sense of one's own inferiority, if youngest child overtakes him in a certain, significant for both situations.

The birth of the second and subsequent children in the family brings less trouble than the firstborn. Thus, these children find themselves in a calmer, more stable family atmosphere. But these children face other, less difficult circumstances. Studies show that the mother talks less, studies less, or partially makes up for it with the older child - on her own initiative or at the insistence of the parents.

G.T. Homentauskas, analyzing the rivalry between children, cites the following psychological scenario of competition: first, the older child seeks to show his superiority to his parents, the baby and himself in one of the areas that are significant for him - in strength, in neatness, in knowledge, in creativity, etc. Such the older child's aspirations determine the feeling of inferiority of the second child and at the same time determine his intense desire to bypass the older one. The competitive attitude of the younger does not go unnoticed by the firstborn, and he tries even more to show his superiority. This creates a vicious circle of ever-increasing competitive relations between children.

Such behavior of children from the inside encourages a certain internal installation: "I am valuable according to how much more I achieve than other people around me." Such a “sporty” understanding of oneself among other people leads, on the one hand, to an intense desire to achieve more and more; on the other hand, to the fact that the very process of creativity, study (or another sphere on the basis of which competitive relations have developed) is depreciated, while the very fact of “victory” becomes a value. The competitive attitude exhausts children, but most importantly, they do not have a finish line. The current scenario can be fixed for life, it can cause tension and dissatisfaction with oneself.

In addition, this attitude often becomes a philosophy of life, justifying unceremonious treatment of other people, moral standards.

Competitive relations between children of the same family, as a rule, have direct or indirect encouragement from the parents. One of the mechanisms of such support is increased attention and love for the child as a reward for some achievements. Rivalry is especially heightened if at the same time parents compare children to each other, and later - the perception of the world as an arena of struggle.

In order to navigate the complex relationships of children in the family, Homentauskas offers an ecological scheme of the family, which, in his opinion, emphasizes the close connection between the relationship of children and the attitude of parents to children.

The family for each of its members is a certain living space in which most of the life of each of them takes place. In it, everyone strives to satisfy their needs, to realize themselves, to develop themselves and at the same time to be in close contact with all family members. This "ecological system" is characterized by the fact that the inconsistency of psychological needs and the mutual exclusion of ways to satisfy them lead to the disintegration of the family.

Figuratively speaking, each member of the family occupies a certain "ecological niche", i.e. performs certain functions necessary to maintain the balance of the system.

And thus, each child occupies a certain position, status in the interpersonal relations of children. In a large family, children choose different, individual ways of behavior, which are built on the basis of a subjective, subconscious assessment of what is happening around. Already at the end of the first and at the beginning of the second year of life, the child becomes a real "expert" of his parents. In families with serious problems in relationships, personal deviations of parents, there are such forms of behavior of children and influence on parents that have a bad effect on the development and relationship of the child with other children (illness, aggression).

There are scientific arguments in favor of the fact that a tolerant, somewhat indulgent attitude towards the ways of personality development is one of the factors in the mental health of a developing person. Intolerance to the individual, creative manifestations of the child, as a rule, will lead to distorted attitudes towards others towards oneself, protest, negative, and often to mental disorders.

Parents should be sympathetic to the various and varied manifestations of the child's personality, they should have the ability to perceive and love their children as they are. This gives children a chance to find acceptable non-competitive positions in relation to each other, maintains emotional contact between parents and children. In the upbringing of children, it is not direct manipulation through severe restrictions that is more effective, but faith in the self-developing power of the child, the development of his independence. This is the basis for small man he himself figured out the world around him, so that he would turn out to be a strong personality, ready for any difficulties of life.

Thus, we come to the conclusion that the nature of the relationship of children in a large family is influenced by the following factors:

marital relations;

the position of parents, expressed in the style of education;

the age of the children themselves;

personal qualities of children.

Quarrels between children in the family are controversial in terms of their significance for the formation of the personality of children.

On the one hand, they harden the character, act as the subjective experience of children. Quarrels between children in the family cannot be avoided. But they can be considered natural and normal only if they are not based on the motive of betrayal.

Negative relationships between children in the absence of the correct position of parents and the positive personal qualities of the children themselves can be fixed and accompany them all their lives, causing various internal personality conflicts and affecting relationships with other people.

Deviant behavior requires special correction by parents and teachers.

1.3 Independence as a component of the formation of self-organization of children in a large family

We imagine self-organization as an activity aimed at searching for and creatively transforming reality, as high adaptability, active mobilization of the internal resources of the individual. In psychology, human activity is considered as internal (mental) and external (motor) activity, regulated by a conscious goal.

Based on the above, we present independence as the initial basis. The launching pad for the formation of self-organization as a whole, which is in close connection with the subjective activity of the individual.

One of the general factors of positive communication between children, we consider "subjective activity of the individual", presented in the form of independence-quality, undoubtedly necessary for the development of the child's personality. We assume that independence, acting as a personal factor, can determine the positive relationship of children in a large family.

Education of independence is an integral requirement of today's reality, and involves the formation of purposefulness, independence, breadth of views, thinking, flexibility of mind and actions, enterprise and a sober analysis of the phenomenon and situation that is happening in life.

The active role of the person himself in the process of life was discussed in his works by B.G. Ananiev, P.T. Blonsky, L.S. Vygotsky, A.V. Zaporozhets, A.I. Leontiev, A.R. Luria, S.L. Rubinstein, A.A. Smirnov and others. If the problem of human activity has been dealt with for a long time, the subject itself, organized and controlled by him, has become the subject of study recently.

A.K. Osnitsky. From his point of view, the child cannot be the author of his activity.

The personal development of a child begins at birth and ends after graduation from school with the acquisition of socio-psychological independence and independence, as well as a sense of inner freedom, characteristic of a highly developed personality. In childhood, the main motivational, instrumental and style personality traits are formed. The first relate to the goals and objectives that he sets for himself, to his basic needs and motives of behavior. Instrumental traits include the means preferred by a person to achieve the corresponding goals, meet current needs, and stylistic traits relate to temperament, character, ways of behavior, manners.

As the child grows, following the breaking of his primary physiological and socio-psychological ties with his mother, with other people who replace and supplement her in childhood, the child develops a desire for personal independence and personal freedom. The successive steps in the realization of this vital aspiration are as follows: physical independence (separation of the child from the mother's body); physiological independence (the emergence of the ability to independently satisfy their organic needs); psychological independence - freedom, understood as the ability of a person to think and act completely independently, in accordance with the internally accepted principles of his own autonomous morality.

Independence is one of the leading qualities of a person, expressed in the ability to set a goal, persistently achieve its fulfillment on their own, responsibility, and act consciously and proactively, not only in a familiar environment, but also in new conditions that require non-standard decisions.

Independence is considered and studied in the works of Ivanov V.D., Osnitsky A.K., Teplyuk S., Markova T.A.

According to Teplyuk S., the origins of independence are born in early age, at the junction of the first and second years of a child's life. It is here that the ways of forming independent actions and skills begin, gradually becoming more complex in the game and activities, in the perception of the environment and in communication. With the help of an adult, the child's independent skills are consolidated, manifested in various types activities, gradually acquiring the status of personality traits. Teplyuk S. notes the role of parents in the development of children's independence. Parents should purposefully develop it, not leaving it for later. At the same time, parents should remember that with the development of independence, each time the volume of independent actions of the child increases, and the help of an adult decreases. An indicator of the independence of the child is the effectiveness of his actions. This is! the indicator cannot be replaced by adult control. Control invariably involves obedience, and a strong union of these two concepts can develop lack of will, irresponsibility, laziness, infantilism. Independence is a tax to inner freedom, to freedom of choice of actions, deeds, judgments, self-confidence, the origins of creativity, self-esteem.

V.D. Ivanov in his work indicates that independence cannot be absolute, since it is impossible to live in a society (in a family) and be free, independent from society. Everything depends on each other: both individuals and groups of people, and human duties. So

a sufficient level of autonomy should be kept in mind. Ivanov also considers independence inextricably linked with amateur performance and self-government. Ivanov singles out the necessary components of sufficient independence:

1) The ability to respond to criticism, the ability to accept it;

Liability, i.e. the need and obligation to take responsibility for their actions. Responsibility is impossible without adequate self-esteem. The prerequisite for responsibility is freedom of choice;

Discipline.

It has two plans - external and internal. External discipline is characterized by obedience and diligence. The inner plan involves a deeper level of discipline, when, in addition to the clear fulfillment of duties, creativity is introduced in meaningful activities. It is this kind of discipline that is characteristic of independence.

T.V. Markova notes that independence allows you to establish truly humane relations with other people based on mutual respect and mutual assistance. Without the independence of each, it is impossible for people to live together, their way of life, work, economic, cultural and other relations. A person in various conditions of life should be able to independently comprehend the situation, participate in the development of team decisions.1

Teplyuk S. The origins of independence // preschool education. 1997X2?.

Ognipkiy A.K. Problems of the study of subjective activity.//Question of psychology. 199b, №1

Independence is not given to a person from birth. It is formed as children grow up and at each age stage has its own characteristics.

Already in the fifth - sixth month of life, the baby tries to get a mug, sits down, lies down. By the end of the first year of life, he maintains the balance of his body, stands, walks, and carries out purposeful actions. Already in this awakens the desire for independence. And in the third year of life, parents now and then hear: “I myself!”. The child seeks to show independence on his own initiative, often contrary to the wishes of the parents. There is a three year crisis. Many parents during this period experience difficulties in communicating with children, they find stubbornness, negativism. All this is the result of the uncontrollable desire of the child for independence, for the use of his increased possibilities. And it is important for parents to take this into account, change the methods of raising a child, respect his independence, support aspirations, encourage and tactfully guide his independent actions.

Already in the first year of life, the first independent leading activity of children appears - objective actions and games - manipulations. In early preschool age, the cognitive orientation of children's activities is enhanced. The child turns to an adult for clarification about events and phenomena, asks endless questions, the nature of children's independence changes. It is now aimed at expanding acquaintance with the outside world and people.

Older preschoolers begin to be especially interested in the personality of another person. Children tend to discuss with adults

Markova T.A. Education of a preschooler in the family. / Under the editorship of T.A. Markov, M., 1979. dignity and deeds of each other, surrounding people, evaluate them in terms of compliance with social norms. In these cases, the independence of the child acquires a moral orientation.

The independence of children of primary school age is combined with their dependence on adults. But, starting from this age, one can speak of independence as a personal quality of a child. And therefore, this age can become a turning point, critical for the formation of this personality trait.

Trust, obedience and openness, if they are excessively expressed, can make a child dependent, dependent, delay the development of this quality. On the other hand, too early emphasis only on autonomy and independence can give rise to disobedience and closeness, complicate for the child the acquisition of meaningful life experience through trust and imitation of other people. In order for neither of these undesirable tendencies to manifest itself, it is necessary to make sure that the education of independence and dependence is mutually balanced.

Independence in the child is programmed. At a certain age, it manifests itself. Undoubtedly, independence should be encouraged, moreover, one should prepare for it. This means that it is necessary to develop the skills and abilities of the child that can ensure the success of the first independent steps: movement skills (in early childhood), speech skills (at preschool age), etc.

The first manifestations of independence should be stimulated, because at an early age the child's self-esteem is not yet sufficiently developed, and it is mainly replaced by the assessments of parents and other adults. Self-esteem begins with self-criticism. But constant doubt (reflection) suppresses independence, but being a necessary component of adequate self-esteem, on the contrary, it gives support to the initiative, allows you to control your actions and correct them. Self-reliance also implies a willingness to overcome difficulties. Independence in the child forms a sense of responsibility, therefore, its development should be paid Special attention already from an early age. In work, the child finds opportunities and self-assertion. To do this, he absolutely needs independent tasks. The need for self-affirmation is closely related to the level of claims. His self-confidence is a serious incentive for the development of internal forces, skills and activity itself. However, the desire of children for independence does not always correspond to their real capabilities.

In the process of life, the personality of the child is subjected to constant control by adults, the external environment, the nearest microsocium. Gradually, a self-organizing beginning is laid in him, which, in our opinion, is expressed in independence, activity, harmonization of relationships between members of the team, the family itself.

Self-organization involves self-affirmation, search activity of the individual, awareness of her behavior, meaningful acceptance of the norms, values ​​and traditions of society, including the ethnopedagogical wisdom of the people. Thus, whatever the relationship between family members, the changes taking place in the personality are the result of these relationships and its self-development.

From the above, the following conclusions can be drawn. The orientation of parents in a large family to support the independence, autonomy of their children is most consistently associated with the presence of adequate self-esteem, the highest level of self-regulation of behavior and the absence of symptoms of maladaptation in other social institutions. And what is most important in a large family, such an orientation of parents harmonizes the relationship of children.

In the first chapter, we defined the concept of "family", examined the problems of the Russian family and the reasons for their occurrence. We also determined the features of parent-child relations in a large family and relations between children. Describing the relationship of the "adult-child" system, we showed the relationship between mother and child in the prenatal period and the period of the birth of a baby. The relationship of children in a large family is an intra-group process of a small group (children themselves) in a team (i.e., a family). Such a small group has its own patterns of functioning: for example, selectivity, which gives rise to other socio-psychological patterns: status structure, age structure. Traditions of family communication; socio-economic state of society and its moral and psychological atmosphere; the degree of dependence of family life on society; type of family, its composition, structure, mental and personal properties of family members; the degree of their compatibility, conflict - all these are factors in the formation of relationships in the family. Since in a large family, children develop rivalry and aggressiveness, having many children can be a risk factor for mental health. Also, children have to share the attention of their parents. Rivalry increases especially if parents compare children. Along with this, the components of sufficient independence of children were identified. We have described the manifestations of independence of the child from birth. Independence in the child forms a sense of responsibility. From all this, the following conclusions can be drawn:

The nature of relationships in the family is influenced by such factors as marital relations; the parenting style and position of the parents, the age of the children and their personal qualities.

Parents' support for the independence of their children harmonizes relationships in the family, and especially between children.

large family children's relationship independenceo

Chapter II. Conditions and ways to optimize relationships in a large family

2.1 Studying the nature of relationships in a large family

To test the hypothesis put forward, the goal of the study was established, which is the main goal of the practical part of the work - to identify the influence of the child's independence on his relationship with other children in the family.

To study the nature of relationships in the family, we considered the following factors:

1. Typical family conditions:

emotional comfort;

anxiety

emotional and psychological discomfort.

2. Style of family education: liberal, democratic, authoritarian, unstable.

3. Features of family education:

Creation of conditions by parents for proper development child: normal living conditions; organization of a place for classes; creating a home library; availability of play areas; control over compliance with the sanitary and hygienic regime.

Parents develop the cognitive interests of the child (together with the children they listen to radio programs; read books; talk about what they read; go to the cinema with the children; encourage the child's favorite activities).

Parents provide assistance in teaching, organizing homework.

Children have specific job responsibilities in the family.

Parents see flaws in the upbringing of their children.

Disadvantages of family education.

Reasons for deficiencies.

The first part of the practical work on studying the nature of relationships in a large family was carried out using the following methods:

conversations with parents and children;

KRS test (kinetic family pattern) performed by children.

observation.

The study was conducted in preschool educational institution No. 1481. 10 families were selected. The main condition for choosing families was the presence of children of preschool age. The entire system of socio-pedagogical work is aimed at clarifying the nature of the relationship and the level of development of personal qualities, namely independence, in a preschool child, which is determined by the specifics of the specialty social teacher. The data and results obtained from various methods with children have a subjective assessment of children, i.e. reflect the point of view of preschool children.

The first method used in family research was conversation. The purpose of the conversation: to establish contact with the family; get basic data from the family (composition-complete, formally complete, incomplete; number of children, their age). The data obtained was presented in the form of a table (see Appendix 1).

The general analysis of the data is as follows:

1. 90% of 10 families are complete

10% (1 family - 06) formally complete. In this family, the father does not participate in the upbringing of children due to frequent trips.

feels anxiety 0.4 (II), which, however, is present along with a favorable family situation - 0.3 points (I).

2 In family 02, symptom complexes have the following scores: I - 0.4 b, II - 0.4 b, III - 0.3 b, IV - 0.1 b, V - 0.5 b. In this family the most a large number of points for the parameter hostility in a family situation - 0.5 p. (V).

3. In family 03, symptom complexes have the following scores: I - 0.3 b, II - 2.5 b, III - 0.2 b, IV - 0 b, V - 0.2 b. (The family is perceived as anxious - 2.5 p., (II).

4. In family 04, symptom complexes have the following scores: I - 0.7 b, II - O1 b, III - 0.2 b, IV - 0.2 b, V - 0 b. The family situation is favorable - 0.7 b.

In family 05, symptom complexes have the following scores: I - 0.5 b, II - 0.5

b, III - 0.1 b, IV - 0.2 b, V - 0.2 b. Despite the general favorable situation, the child feels anxiety.

6. In family 06, symptom complexes have the following scores: I - 0.8 b, II - 0.5

b, III - 0.3 b, IV - 0.2 b, V - 0.2 b. Favorable microclimate in the family, but attention should be paid to the anxiety felt by the child.

In family 07, symptom complexes have the following scores: I - 0.2 b, II - 2.6 b, III - 0.6 b, IV - 0 b, V - 0.4 b. The child feels increased, pronounced anxiety in the family - 2.6 points.

In family 08, symptom complexes have the following scores: I - 0.3 b, II - 4.5 b, III - 2.3 b, IV - 0.2 b, V - 0.4 b. This family has a very high level of anxiety of the child, as well as pronounced conflict.

In family 09, symptom complexes have the following scores: I - 0.6 b, II - 0.2 b, III - 0 b, IV - 0.2 b, V - 0 b. Favorable family situation.

In a family of 10 symptom complexes have the following scores: I - 06 b, II - 0.6 b III - 0 b, IV - 0.2 b, V - 0 b. Despite the favorable situation, the child shows anxiety.

In order to present a general picture of the results, we divided the family trial into 3 groups according to the data obtained. So, 30% - (family 09, 06, 04) the state of the child in the family is defined as favorable, this is group I.

Group II - these are families in which the expressed anxiety of children. They made up 50% (families 01, 02, 03, 07, 08).

Group III - these are families where, along with a favorable microclimate, anxiety of children is manifested. This is 20% of the total, (families 05, 10).

The total score in relation to the complexes has the following data: for symptom complex II (anxiety), the highest score is 10.4 points, followed by symptom complex I (favorable family situation) -4.5 points, III (conflict) - 3.1 b. V (hostility) - 2.2 points, IV (feeling of inferiority) - 1.4 points. According to these data, a diagram was compiled - a table (see Appendix 2).

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With parents of children at risk.

One of the necessary areas of work of a teacher with children at risk isclose contact with parents. In such activities, it is necessary to show maximum tolerance for the lifestyle of the child's family and educational costs. The teacher should provide constructive assistance, and not oppose and criticize. He should accept as a given the role relationships that have developed in this family and the boundaries between generations. Seems very productive and desirableinvolvement in the process of joint activities and rehabilitation of the child of the whole family in its most extended composition, including grandparents, as well as other relatives in contact with the child and his family.

The study of the family can be successful if the teacher shows high tact, respectful, attentive and sensitive attitude towards parents.

First stage "Search contacts",meeting with parents. But at this stage, it is recommended that the teacher show high tact, sincere respect for parents, delicacy and restraint, and most importantly, try not to push them away from themselves and from the problem.

Second stage "Searching for a Common Theme".At this stage, the teacher finds out the conditions of family education, what expresses the parents' concern for the child, etc. His task at this stage is to prepare the ground formutual understanding to identify the relationship of parents to each other and to the child. At this stage, positive emotions are born from a common interest and friendly communication.

Third stage "Establishment of general requirements for the upbringing of the child."The teacher must competently tell parents about their views on education, identify the views of parents on this issue and offer reasonable methods of influencing the child.

fourth stage « Strengthening cooperation in achieving a common goal”.At this stage, it is very important for the teacher that parents understand their mistakes in education and its shortcomings. It is very important at this stage to clarify the educational possibilities of each other, to develop common goals and objectives of the educational impact on the child.

Fifth stage "Implementation of an individual approach".At this stage, based on the previously proposed by the parents, he proposes specific measures of pedagogical influence on the child. The teacher should focus the attention of parents on the positive aspects in the upbringing of the child and in a tactful manner report on the shortcomings of the educational process.

sixth stage "Improving pedagogical cooperation". At the stage, it is necessary to deepen and expand pedagogical cooperation, the period of distribution of accepted and agreed roles, the implementation of unified pedagogical influences on the child.

Organization of work in a preschool educational institution with dysfunctional families.

Early detection of socially disadvantaged families is one of the most important forms of primary prevention of neglect and juvenile delinquency.

The presence of the following social risk factors in the family makes it possible to determine family trouble:

* socio-economic (low material standard of living, irregular income, poor housing conditions, super-high incomes are also a risk factor);

* medical and social (disability or chronic diseases of family members, harmful working conditions of parents - especially mothers, neglect of sanitary and hygienic standards);

* socio-demographic (incomplete, large families, families with remarriages and half-children, families with minors and elderly parents);

* socio-psychological (families with emotional-conflict relations of spouses, parents and children, deformed value orientations);

* psychological and pedagogical (families with a low general educational level, pedagogically incompetent parents;

* criminal (alcoholism, drug addiction, immoral lifestyle, domestic violence, the presence of convicted family members who share the traditions and norms of the criminal subculture).

The presence of one or another social risk factor does not necessarily mean the occurrence of social ill-being, but indicates a greater degree of its probability, which increases as the number of family social risk factors increases (for example, an incomplete family, a large family, a low-income family.

Mechanism for identifying dysfunctional families.

Identification of trouble in the families of pupils of the preschool educational institution is associated with the identification of social risk factors. Every year, at the beginning of the school year, a database of children attending kindergartens is created. In the interaction of the preschool educational institution team (head, educators, teachers and teacher-psychologist), pupils' cards are filled in, a social passport of the preschool educational institution is compiled. The social and living conditions of families and pupils, the composition of the family, the educational level of parents, their age and profession are revealed. These data allow us to predict the strategy of interaction with the family. With the families of pupils, such forms as observation, conversation, questioning, psychological and social diagnostics, visiting families in order to identify family troubles are used. The educator in the group has the basic information, who daily works with children on the appearance of the child and on his behavior reveals signs of trouble.

To characteristic features appearance and the behavior of a child brought up in a situation of neglect by parents of their duties, can be attributed to:

• tired, sleepy look;
• sanitary and hygienic neglect;
• tendency to faint, dizziness due to constant malnutrition;
• immoderate appetite;
• growth retardation, lag in speech, motor development;
• attracting attention in any way;
• excessive need for affection;
• manifestation of aggression and impulsiveness, which is replaced by apathy and a depressed state;
• problems in relationships with peers;
• learning difficulties.

Signs of physical violence in the family are manifested:

• in the fearfulness of the child;
• in the expressed fear of adults;
• in the manifestation of anxiety in the form of tics, thumb sucking,
• rocking;
• afraid to go home;
• in cruelty to animals;
• in an effort to hide the cause of the injury.

In order to prevent and correct the social ill-being of families, educators and a teacher-psychologist of a preschool educational institution are working to improve the pedagogical literacy of parents, including them in PEI activities. Involving parents in creating a developing environment in the group, participation in children's holidays, sporting events, exhibitions joint work parents and children helps to establish psychological contact.

Working in collaboration with specialists from the system for the prevention of neglect and juvenile delinquency, the social teacher of the preschool educational institution forms and implements a system for providing comprehensive assistance to the family in optimizing social distress.

P signs of trouble in the family

1. The child is not well-groomed, untidy, there is no spare linen, dressed out of season and not according to the weather, problems in clothes and shoes: torn, dirty, without buttons, not in size. Parents do not respond to the comments of educators about the appearance.
2. Parents abuse alcohol, come to kindergarten drunk.

3. The child comes from home with signs of beatings, and the parents cannot explain the origin of bruises and abrasions.

1. Parents repeatedly “forgot” to pick up their child from kindergarten.

1. Parents do not work anywhere, are not registered for unemployment and do not have a permanent source of income.

1. The child permanently lives with the grandmother, the parents in kindergarten do not appear.

1. When visiting the family, it turns out that the child's living conditions do not meet sanitary standards, the child does not have toys and materials for classes.

1. The nature of relationships in the family harms the mental health of the child: scandals, fights, drunken companies, immoral lifestyle of parents.

If signs of trouble are identified, the educators write a report addressed to the head with a request to register the family with an indication of the reasons for the trouble.

Algorithm for working with a dysfunctional family

First stage : the study of the family and awareness of the problems existing in it,

studying the appeals of families for help, studying the complaints of residents (neighbors).

Second phase : primary survey of housing conditions of disadvantaged

(problematic) families.

Third stage : getting to know family members and their environment, talking with children,

evaluation of their living conditions.

Fourth stage: joint pedagogical councils by definition

ways of joint action.

Fifth stage : the study of the causes of the troubles of the family, its characteristics, its goals, value orientations.

Sixth stage: study of personal characteristics of family members.

seventh stage : Mapping the family.

Eighth stage : coordination activities with all interested organizations ( educational institutions, preschool institutions, Center for Social Rehabilitation of Children and Adolescents, Center for Family Protection, shelters, orphanages, juvenile affairs inspection, commission, etc.)

Ninth stage: drawing up a program of work with a dysfunctional family.

Tenth stage : current and follow-up family visits.

Eleventh stage:conclusions about the results of working with a dysfunctional family.

The teacher should not take on the functions of educating, caring for children, replacing parents, as this gives rise to a passive dependent position of parents and other family members.

A teacher working with a family at risk needs to focus on clear, specific goals. Discuss and develop specific measures for parents to make a decision to return the child to the family.

Socio-pedagogical work with different types of families

1. Families with foster children:

• identification in the microdistrict of orphans left without care
  parents, creation of a data bank;
• participation in the examination of living conditions and the upbringing of children;
• monitoring the health and wellness of children;
• support of the family of guardians (pedagogical, educational, etc.);
• work with educators to establish an individual approach to foster children;
• protection of the interests of the wards;
• legislative education;
• practical activities for the family.

2. Large families:

• assistance to parents in improving the quality of their performance
  educational functions;
• organization of charitable assistance;
• recommendations for organizing family leisure;
• career guidance work;
• legislative education;
• joint activities for children.

3. Incomplete families:

• providing necessary assistance in obtaining benefits;
• psychological and pedagogical counseling;
• prevention of antisocial-immoral behavior;
• organizational and practical assistance to parents in fulfilling their
  educational functions (GPA, charitable help and etc.);
• legislative education.

Problem families:

• study of the dynamics of development of the family problem;
• general psychological and pedagogical assistance to a problem family;
• legislative education.

Work plan of MBDOU CRR Kindergarten No. 12 within the framework of the project

"Family and family values" for the period 2012-2017

1. Organizational work
1.1. Establishment of a creative group for the development and implementation of the main activities within the framework of the project. August, 2012 deputy head by UMR

1.2. Conducting a sociological survey of parents in order to identify the social status of the families of pupils. September. 2012-2017 (annually) teachers of all groups.

1.3. Drawing up a report on the implementation of the work plan within the framework of the project. May, 2012-2017 (annual)

1.4. Creation on the DOW website http://dou12orlenok.ru pages "Family and family values" (consultations, reports on events, photos, etc.) throughout the entire duration of the project.

1.5. Creation of conditions: selection of demonstration material, selection of children's and methodological literature, production of manuals on the topic of the project, etc. during the entire duration of the project.

1.6. Systematization of the material developed within the framework of the project. December, 2017

2. Methodical work
2.1. Pedagogical hour.

- “Protection of the rights and dignity small child in family";

- "The role of the family in the upbringing of children";

- "Secrets of communication with a child in the family"

2.2. Consultations:

- “Raising a child in a family”;

- “Action is one of the active forms of work with parents”;

- “Gender upbringing of a child in a family”;

- "Social security of a large family";

- "Modern family - what is it like?" (discussion)

2.3. Self-education of teachers on the topic: "Familiarization with the documents regulating the rights of the child", "Convention on the Rights of the Child", November, 2013.

2.4. Seminars:

- "The role of the teacher in the family upbringing of a preschool child";

- "The experience of communication between the teacher and parents on the topics of family education";

- "Secret family happiness" - round table;

2.5. The study, generalization and implementation of pedagogical experience on the topic: "Systemic approach to working with children in the section" Family and family values ​​"

2.6. Pedagogical training:

- "In the warm circle of the family";

- "Correction of intra-family relations"

3. Educational work
3.1. Thematic classes:

- "My family"; - ISO

- "Our family traditions» - Kindergarten and family - towards each other

Leisure for children "Journey to the genealogical garden";

- "My home, my family" - etc.

3.2. Conversations:

- "The happiest day in the family circle";

- "The role of the father in the upbringing of children";

- "Evening in the family";

Interviewing children of the subgroup "Traditions of your family";

- "This is my whole family"; - etc.

3.3. Games:

C / r "My family";

D / and "Birthday";

C / r "Family holiday";

Game exercise "Who am I?";

C / r "Family train";

Quiz "Seven - I"; - etc.

3.4. Training:

- "Together - Friendly family» 2013 teacher-psychologist

3.5. Joint activities with parents:

Family holiday "The family is rich in talents" - an evening of meetings of creative families.

- "Union of children and adults" - family leisure;

- "It's made by the hands of our dads" - an exhibition;

Family Spartakiad "Mom, Dad, I am a sports family";

Family tournament "What can be more expensive for families";

Sports event "Together more fun";

Etc.

3.6. Exhibitions of drawings:

- "Family through the eyes of a child";

- "The house in which we live";

- "Everyone has their own mother";

4. Working with parents
4.1 Educational work: distribution of booklets, consultations, individual conversations, etc. on the topics:

- "Future parents";

- "Family traditions";

- "Parental commandments";

- "Secrets of raising a polite person";

- "Evening in the family"

4.2. Photo gallery:

- "My family - weekdays and holidays";

- "Family archive";

- "Traditions of our family";

"Family, friends, loved ones."

4.3. Project competition

- "The happiest day of our family";

- "Coat of arms of the family";

- "Family newspaper";

- “Dad, mom, I am a friendly family”

4.4. parent meetings:

- "The adult world in children's cartoons";

- "Every house has its own traditions"

- "Happy is he who is happy at home";

“We can do a lot, we can do a lot”

- "Favorite books of your family" - an oral magazine for parents.

4.5. Questionnaire:

- "Rights of the child in the family";

- "Identification of the pedagogical culture of the parents of pupils";

- "Are you good parents?";

- "Every house has its own traditions" - mini-questionnaire

4.6. Show and discuss presentations:

"Television and children";

4.7. Exhibitions:

1. Exhibition of books "We read with the whole family";
2. Exhibition "Toy with your own hands";
3. Vernissage "My family" (the image of the family through the eyes of a child)

4.8. Day of family communication (day of open doors).

Tatyana Khmarina

Leading:

AT modern world there is an opinion that if a woman a lot of children, then she does not have time for herself, for her hobbies. Many people believe, what large families mothers spend time only in the kitchen and cleaning the house. And that it is unrealistic to meet a beautiful and well-groomed mother of many children.

Is the concept of beauty and grooming incompatible with status? mother of many children? And when you start to get acquainted with their life, you understand reverse: that their life is joyful and full, they have beautiful and clean houses, children are cheerful and sociable, and such a mother, it turns out, has many different hobbies. Beautiful and well-groomed mother of many children- this is real?

Seven mothers of large families will share with us their secrets that allow them to run a successful business, happy to communicate with her husband and children and remain themselves.

Please introduce yourself and tell us about yourself.

(moms talk about the rules in their family) .

Song "Spring Flowers" performed by Liana, Dasha, Vika, Masha.

Leading: Mothers with firstborns often complain: there is no time, I have nothing I have time, sometimes you don’t even have time to eat properly or take a shower, and what can we say about going out somewhere with your husband or doing what you have been dreaming about for so long.

But what about those who have not one baby, not two, but three, four, five - how do they manage to find time for children, and for their husband, and for themselves? So that and in the family was all full, satisfied, treated kindly, and most was not ashamed to appear on the street? Do they succeed?

To mother of many children felt like happy woman and not her slave families, they follow some rules. Tell me what rules are in your family.

Leading. Yes, of course, the most important assistant is the daily routine. Children easily adapt to the measured rhythm of life. families.

Leading. Most of our heroines with an increase in the number of children in family became more organized and purposeful, discovered a new source of strength, inspiration and creativity. Share your discoveries.

Leading:

Each person has their own family closest to you people: parents, sisters, brothers, grandparents.

I invite you guys to listen and solve riddles.

Without what in the world

Adults can not live and children?

Who will support you friends?

Your friendly ... answers children: family!

Who is the cutest person in the world?

Who do children love the most?

I will answer the question directly:

Ours is cuter than everyone ... answers children: mother!

He will teach carnations to drive,

Let the car drive

And tell you how to be brave

Strong, agile and skillful?

All you guys know -

This is our favorite ... answers children: dad!

Who does not stop loving

For all family pie bakes

And tasty pancakes?

This is our ... children's answers: grandmother!

He is a man and he is gray

Dad - dad, he is to me ... answers children: grandfather!

Well done! All the riddles are done!

Let's hold hands together

And we smile at each other.

We got a circle

Let's start playing!

The game is being played "Play and dance".

(Mothers and children dance to cheerful music)

Leading. Big mistake many moms - try to be in everything "excellent student". Remember like in the movie « White sun desert"? “She cooks, cleans, looks after the children - and all alone? It's hard!" No need to try to take on all the cases, trying to become a super-mom. Exhaustion and disappointment will set in very quickly. It is important for a mother and a housewife to be able to delegate responsibilities (to her husband, children, parents, nanny, to be able to attract assistants and not be shy to use things that can make life easier. And who are your assistants?

(Moms talk about their helpers).

Leading. Bright distinctive feature most of the families of our heroines is that even the younger members families already actively help the elders and have their own responsibilities.

What responsibilities do your children have?

Song « Mom is my sunshine» performed by the boys large families.

Leading. Do you know your children? (Children tear off a petal from a flower with a task for mom).

1. What is the name best friend (girlfriend) your son (daughter)?

2. What is your child's favorite food?

3. What games does your son like to play the most (daughter)?

4. Favorite cartoon of your child?

5. What is your child's favorite fairy tale?

6. What does your child like to do on the day off?

7. Who reads fairy tales to your child?

Leading:

What do you guys think, who is the mainstay families who keeps the house?. children's answers

Of course, this mother! Happy is he who from childhood knows his mother's love, affection, care. And how happy mother when they answer the same.

A poem about mother will be read by Zina.

Leading. Guys, when you grow up, each of you will have your own friendly, strong, loving and beloved family. After all, such family- the main wealth in the life of every person. Undoubtedly, every person should have a home, not just a roof over his head, but a place where he is understood, loved and expected, where a person is warm and comfortable.

I invite you to build your dream home. Now mothers and children will be a construction team.

(A house is built from cubes).

Leading: We have children, we built a house. It remains to plant a tree. Each of you has hearts. Write on a heart a character trait or quality that you would like to endow your child with. Hang the hearts on the tree. It's magical. Let's hope it fulfills your wishes. (Moms write wishes to their children on hearts).

Music number from large family.

Leading. In memory of our meeting, we will create paintings "Multicolored palms".(Idea with maam). Mother has many qualities. All these qualities are reminiscent of rainbow: red - life, orange - health, yellow - sunlight, green - nature, blue - magic, blue - calmness / harmony, purple - fortitude / spirituality.

A child's palm is yellow. After all, a child for a mother will always be her sun. (Mothers and children create pictures).

Leading: One child is a great happiness, and three or more is an inexhaustible source of love and energy. I want to wish to you: let your faces get tired only from smiles! May your hearth always glow with love and happiness. In moments when it is especially difficult for you, remember that you are the owner of great happiness which is always there. look around around: even one sincere childish smile makes us move mountains. Strength to you, health and support of all members families!

Thanks from mothers of many children.