Педагогика /
Методические основы воспитательного процесса
Рахметова О.В.
Кокшетауский университет им. А. Мырзахметова
(Кокшетау, Казахстан)
INFLUENCE OF CHILDREN- PARENTS` RELATIONSHIP ON PUPILS PERSONALITY
FORMATION
Modern family and its problems are the object of study
of sciences: psychology, pedagogy, sociology, demography
and economics. Experts studying the family in different directions, but almost
every one of the researchers noted an important role of parent-child
relationships.
Under the parent-child relationship, we mean a type of
human relations, which includes a system of various feelings of parents towards
the child and child against the parents, particularly their behavior,
perception, understanding and assessments of each other [1].
Parent-child relationships are different from all
other kinds of interpersonal relationships strong emotional significance,
ambivalence, ambiguity and inconsistency.
The study of parent-child relationship is extremely
important for understanding the factors that influence the formation of the
child's personality, and for the organization of psychological and pedagogical
practices. The study of parent-child relationships, influencing the formation
of the pupil was conducted at a high school in Kokshetau in 2013. Age limits
sample of subjects from 10-12 years inclusive.
It interviewed, educational activities, workshops,
games, exercises with game elements, associated with the formation of the
personality of students, employees of educational opportunities offered
justification for forming forms of educational work, to understand the problem.
The objective of this phase of the
pilot study is to identify the impact of parent-child relationships on
personality development of students. Experimental work on the study of the
formation of personality in early adolescence students.
The aim of the experimental part is
to determine the formation of the person of students in the middle tier of the
modern school. In processing, the results were used validation criteria,
methodology developed by the author. Results of the study, recognized invalid,
and the results that are questionable, were excluded from the study. The rest
went further, including statistics, processing. To solve the problem of the
dynamics of changes in the component composition and overall level of identity
formation for a certain time studied, which includes two stages.
The survey was conducted using a
designed questionnaire aimed at identifying the formation of personality,
through the influence of parent-child relationships, learning and communication
with teachers, parents and peers.
In planning experimental work on the formation of personality as
integrative, emotional qualities of the person of teenagers were taken into
account age features and specificity of formation of personality sphere of
pupils in pedagogical support to the possibility of educational system of
educational institution.
In this regard, it was determined the general scheme of the study,
including three stages: states forming and controlling.
In ascertaining step analysis of existing methodological literature on
the formation of the schoolchild, by the parent-child relationship, criteria
have been developed, levels and stages of the formation of personality,
revealing the original level of personal development. To achieve the objectives
was carried out questionnaires, tests, interviews with teachers, parents,
teenagers, school administration.
At this stage, the following methods: observation, experiment on the
formation of a social type of personality of adolescents using role-plays,
psychological games, panel games and methods of psychological support.
The last and final stage is - controller, which is dedicated to
evaluating the effectiveness of remedial work on the formation of the
individual students through parent - child relationship.
At the initial stage of the experiment have
been put forward following the assumption that the formation of the individual
students in the formation of personality in the educational system of the
school and parents will be more effective if it is:
- Carried out the productive integration of the
content of humanitarian subjects in complementary unity with opportunities to
develop personal-sphere of the individual students;
- Implementation in the educational process of
the formation of the personality of students, various forms of ethical
education, practice-oriented psycho;
- Organized theoretical and practical training
of teachers and parents to work on the formation of the personality of a
teenager.
In concrete educational breaking the practical
implementation of these pedagogical conditions, in particular, requires:
- Active participation of teenagers organized
by teachers and parents in discussions of ethical, moral, reflecting positive
perceptions and beliefs students, writing essays, dialogues and essays on free
topics, reflecting his personal qualities;
- The inclusion of students in classes
organized by the formation of personality psycho;
- Realization of personality-developing
potential of extracurricular activities, the contents of which involves an
appeal to the historical and literary factology involving options subject area
Arts.
The study objectives were identified to be
resolved at this stage of the experiment, namely:
- Conducting the survey in order to identify
the initial level of formation of personal qualities of each student;
- The study of types of thinking of students;
- Conversations with teachers and parents.
For the formation of the person, a teenager
must have certain personal qualities, such as:
- Development of self-awareness;
- Moral imagination;
- Humanistic oriented thinking
(associative-imaginative and logical);
- Creative thinking.
The main purpose of ascertaining stage of experimental work was to
determine the initial level of the formation of personality in the total unity
of the above qualitative indicators.
Carrying out of ascertaining experiment to determine the main features
of a particular type of personality and status in the team, and to highlight
the main directions in the work with children. Therefore, the second phase was
conducted formative experiment, which aimed to create conditions for the
formation of the personality of a teenager, improving communication skills,
reduction of conflicts in the school lives of adolescents, where they are
experiencing difficulties.
Areas of formation of individual students were identified the following
set of relationships: - With their
peers; - With familiar and unfamiliar
adults; - The ratio of a team; - Relationship with parents and their
staging of the individual students.
In ascertaining stage, experimental work were used methods of
observation, questioning, and pedagogical analysis of the data. On the stage of
the study was conducted formative experiment, whose goal was modeling of
forming a certain type of personality of a teenager. The program consists of 10
lessons; the experiment took place in a specially created environment. The
program includes weekly classes - training and employment schemes, presented in
Table 1.
Table 1. -The program Experiment identity formation schoolchildren
|
Stages |
The main objectives of the stage: |
|
Introduction |
-
Improvement
in the child the ability to adapt to different situations; -
-
Assist in the development of role-playing skills; -
-
Assist in the development of the will and communication skills; -
-
The formation of the quality of relations of psychological protection against
the negative situations. |
|
Deployment Topics |
And the inclusion of children's
interest in the subject of employment, the possibility of thinking about the
theme, promoting the exit to the surface previously to show feelings. At this stage it is necessary to encourage
each child to the statement of its point of view. It is important to give the
children to understand that practicing psychology requires the full
involvement in the operation, as well as that any question and any opinion
demands attention and respect, moreover, incorrect answers in these classes
cannot be. |
|
Individualization
of the topic |
The significance of individual
experience - is expanding the boundaries of self-discovery. If you create a trust atmosphere of the
classroom, the children begin to move away from the general discussion of the
topic and move on to their own, their concerns: a quarrel with their parents,
failed love, lost friendship, problems at school, etc. In these cases it is
necessary to explain to young people about the rule of confidentiality: what
is discussed in the classroom should not go beyond the class, this should not
tell anyone. |
|
The end of topic |
To help students see the change in their
behavior when communicating with people around him and, if possible, try to
explain them. |
|
Note: [compiled by the author] |
|
Specific
objectives of the program are as follows:
- To
help children understand themselves as a person and another;
- To
help children feel the connection with others;
- To
show children that there is respect and trust;
- Help
children to think correctly and analyze their actions;
- To
teach children compassion and understanding of others;
- To
help children overcome their doubts and fears;
- Show
the children how to live without violence and deceit;
- Help
children develop in themselves and others, only the strengths of his character;
- To
develop in children the right, harmless sense of humor.
The
formative stage of experimental work consisted of a series of successive and
combined with each other personal-development activities, the most important of
which was designed program of optional classes.
Implementation
of corrective training is necessary for the formation of personality, by the
presence of parents and teachers, discussed in Table 2.
Table 2. - Corrective training topics
|
№ |
Topics |
Number of lessons |
Number of exercises |
|
1 |
Relationship |
1 |
4 |
|
2 |
Me and you |
1 |
4 |
|
3 |
What are "we" |
2 |
4 |
|
4 |
What brings people together? |
1 |
5 |
|
5 |
My challenges |
2 |
6 |
|
6 |
What I did in school |
1 |
17 |
|
7 |
What kind of person I'm with friends |
1 |
15 |
|
8 |
What is common? |
1 |
18 |
|
Note: [compiled by the author] |
|||
This phase of work creates awareness of children need cooperation and
create conditions for the formation of new, more effective communication skills
(conformal type of personality).
Realizing the social model of the formation of the type of personality
of a teenager, we solved the problem of the preservation and creation of
conditions of personality types and effective communication skills. But the
process is not possible without the formation of the initial communication
skills, the creation of a special system of relations developing between
students. Therefore, direct interaction in the learning process in the
classroom and apply the aforementioned psychological - pedagogical principles.
According S.V. Krivtsova, modeling its attitude in accordance with the
five principles mentioned, we will teach their students to establish
relationships with their peers and other people on the same principles [3].
The idea of their high abilities - that's what provides
the motivation to communicate to a much greater extent than the true level of
ability. So many psychologists believe, for example, such as M.V.Miniyarov,
R.Kettell and others [4].
The use of active forms of training (workshops, role-play, debates, and
interviews) contributed to the enrichment of behavioral repertoire teenager’s
endorses the range of ethical ways to respond to life events, acted effective
form of formation of tolerant consciousness of the individual qualities of
empathy and prevention of aggressive behavior.
Conducting interviews on the theme of identity formation "A friend
in life." The organization of training and game activity of teenagers,
"Mirror", "icon".
In ascertaining stage of the experiment was carried out the diagnosis of
emotional development level of responsiveness of adolescents in accordance with
the established criteria and level indicators. In the formative stage of the
experiment was carried out complex of pedagogical conditions, including a
program of optional special course "Formation of the individual students
in extracurricular activities," which contributed to the effective
development of adolescents.
The controlling step experiments will compare the results obtained in
the formative stages of ascertaining and experimental work.
The findings suggest that the positive dynamics of level indicators.
Thus, the effectiveness of pedagogical conditions aimed at the development of
emotional responsiveness of teenagers in the formation of personality in the
educational system of the school, confirmed by experimental development of the
work.
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