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The Influence of styles of family education on children’s personality development

Today, the family acts as an important factor in personality development. Here the child is born, he receives an initial knowledge about the world and first experience.

Feature of family education is the fact that the family constitutes a mixed-age social group there are representatives of two, three and sometimes four generations. This means different values, different evaluation criteria the phenomena of life, different ideals, opinions, beliefs, and allows you to create some traditions.

Family education is organically connected with the whole life of a growing person. In the family the child is included in the vital activities through all its stages: from basic attempts to pick up a spoon to hammer a nail) to complex social and personal significant forms of behavior.

Family education also has a wide time range effects: it continues throughout a person’s life, occurs at any time of day, any time of the year.

Family climate is the life of the parents, their relationship, family spirit. Children rudeness, callousness, indifference, indiscipline, usually a result of negative system of relations in the family and way of life. The relation of the father to the mother, parents to children or to others outside the family.

The family is the main factor in the development and education of the individual. The child must educate parents, and all social institutions can only help them in providing the conditions for self-development of the child, helping him to know their individual inclinations, aptitudes and implement them in an acceptable form, useful to himself and society.

The individuality of the child was originally formed in the family. Educational work in educational institutions cannot be built without considering this factor. Only the creation of a unified educational environment to ensure high achievement of planned results.

With the development of the child, the parenting style in the family is becoming increasingly important for the formation of active life position.

Options the relationship of the adult to the child can be divided into three large groups: authoritarian attitude, Hyper and emotional coldness and indifference to the fate of the child.

The authoritarian parenting style may contribute to decreased interest in the outside world and the formation of lack of initiative. At the same time in the game, including the individual must be the actual motives of the child, and frustration enhances their emotional tension. With the participation of such child in games with their peers, the impact of this parenting style may result from inability to take on the role and the inadequacy of its execution. This inability can lead to the fact that it will not accept the game, and this, in turn, promotes the accumulation of internal tensions in communicating with their peers. According to L. I. Bozhovich, it can lead to the development of personality traits such as shyness or diffidence, or, on the contrary, aggressiveness and negativity. As he and the other options do not contribute to the construction of appropriate behavioural patterns. This, ultimately, further enhances the emotional tension, the child begins to feel the uncontrollability of the situation, and if the parenting style and relationship to him of the significant others a resolution of the situation, which could eliminate emotional stress and sense of helplessness impossible.

Another option frustration leading motives and the suppression of the autonomy of the child in the family is Hyper. This type of education contributes to the development of dependence, difficulty in making decisions, inability to find a way to resolve previously unknown situations and in critical cases, passivity and withdrawal from the decision giznennii problems.

On the behavioral level, this can manifest itself not only in the inability to join a game and to adequately perform the assigned role, but that child will limit their contacts with peers and to seek to communicate with family where all its needs are met on demand. We can assume the initial frustration needs to communicate with their peers, where one has to defend its own interests and to solve problems. In this situation, the child will obviously feel a sense of insecurity and helplessness, but because of frustration motive of samouchitel, natural with this style of parenting, is not adequate inclusion in leading activities that further reinforces the sense of helplessness.

In families characterized by emotional coldness and indifference to the child is obvious, will be the opposite: when frustration needs to communicate with adults socializing with peers is initially intact. However, in such families the distortion of the relationship leads to inadequate understanding of the world of adults in the system of values in this world. Given the fact that the role of the adult is one of the most coveted roles in the game, this can lead to inadequate performance of such roles, which, in turn, will not contribute to the selection of these children on such roles. And this can lead to the development of emotional intensity and, consequently, violation of communication with peers. However, in this case most likely the formation of local powerlessness associated with the execution of the “adult” roles, because in this age there is a wide enough field of activity, where possible substitution behavior, there is the possibility of attributing the causes of their failures outside or inside, etc. Pronounced at this age orientation in their assessments On the opinion of an adult in the present case, may contribute to the development of local powerlessness in the global.