home Chimneys Formation of children's ideas about family. Peculiarities of family perception by older preschoolers

Formation of children's ideas about family. Peculiarities of family perception by older preschoolers

Program "Happy Family - Happy Earth!" (Sigaevo)

Passport of an innovative program for the formation of ethno- and eco-culture among older preschoolers in the natural space of the Happiness Park and social institutions p. Sigaevo

"Happy family - happy Earth!"

Developer of the program passport: Beresneva L.N.,

Ph.D., Associate Professor, Department of Pedagogy, Vyatka State University

Relevance of the program determined by society's need for morally developed people, the need to preschool age environmentally-oriented education and civil-patriotic education of a non-declarative nature, as evidenced by the recommendations adopted at the level of the State Duma of the Russian Federation dated May 21, 2015 and the appeal of the participants of the first All-Russian environmental children's festival "Ecochildhood" to the children Russian Federation dated 06/05/2015, as well as the State program “Patriotic education of citizens of the Russian Federation for 2016-2020”, “Strategy for the development of education in the Russian Federation for the period until 2025”, Concept of the federal target program “Strengthening unity Russian nation and ethnocultural development of the peoples of Russia.” The formation of ethno- and ecoculture in older preschoolers can be considered in several aspects:

- firstly, the motivational aspect, that is, the degree of importance of family and nature for the child;

- secondly, the cognitive aspect is the child’s knowledge about family, family ties, the purpose of a boy and a girl, the influence of food, clothing, holidays, place of residence on the life of the people, the child’s knowledge about the nature and interconnections of all life on the planet;

- thirdly, the emotional aspect is experiences associated with events in the family and communication with nature;

- fourthly, the personal aspect - ideas about one’s place in the family, among the people and nature.

Key idea of the program: raising healthy and happy children who love family, nature, and their homeland.

Main methodological approaches: person-oriented, system-activity, environmental, competence-based, holistic, nature-conforming.

Purpose of the program:creating conditions for raising healthy and happy children who love family, nature, and their homeland.

Program objectives:

- formation in children of senior preschool age of ideas about a happy family based on the energy of love, the conditions of its existence, the purpose of boys and girls, pedigree, the life of ancestors in Rus', the influence of lullabies on human life, the influence of food, clothing as signs of an ethnic group on mood and the speed of thought of family members;

- familiarization with the concepts of health, gardening, nature, the importance of planting and caring for plants with good feelings and thoughts for the Motherland and the planet as a whole;

- development of love for family, people, nature, Motherland;

- fostering a sense of responsibility for peace on Earth.

Features of the program:

- the program is built concentrically;

- implemented with children of senior preschool age;

- designed for 12 classes, from 12 to 144 hours per year, including project activities;

- classes are conducted both outdoors: in gardens, groves, and in a group, depending on weather conditions;

- the topics of the lessons are formulated in the form of questions that children think about, therefore, depending on the level of development of the children, the number of hours for studying one topic can vary from 1 to 12;

- in the learning process, gaming technologies, workshop technology, development of imaginative thinking are used, project activities based on an environmentally friendly approach;

- the result of each topic is either an individual or a collective project aimed at increasing the speed of thinking, the level of development of creative imagination, the level of health, increasing joy, love, kindness in children towards family, nature, and the Motherland.

No.

Number of hours

My family on the palm of your hand or why does a person have two arms, two legs, one head, neck, torso, five fingers on each hand and foot?

Projects: “Family Album”, “My Pedigree”

from 1 to 3

till 12 o'clock

Where does the energy of Love live?

Project: “Space of Love”

from 1 to 3

till 12 o'clock

Who am I or what is the purpose of boys and what is the purpose of girls?

Project: “The future of our family”

from 1 to 3

till 12 o'clock

What is a song and how does a lullaby influence a person’s life?

Project: “Our lullabies”

from 1 to 3

till 12 o'clock

What is the reality of Rus' and history? Why were there happy families in Rus'?

Project: “Cult-Ura and the families of our grandfathers and great-grandfathers”

from 1 to 3

till 12 o'clock

What is a happy family?

Project: “The happiness and pride of our family”

from 1 to 3

till 12 o'clock

How do foods affect the mood and speed of thought of family members?

Project: “Feeding our family”

from 1 to 3

till 12 o'clock

How does clothing affect the thoughts and well-being of family members?

Project: “Clothes of our Family”

from 1 to 3

till 12 o'clock

What is a garden and why does a family need it?

Project: “Our Garden of Love”

from 1 to 3

till 12 o'clock

What is the name of a garden planted and grown by children?

Project: “Our park “Happiness”

from 1 to 3

till 12 o'clock

Why do you want to say thank you to water, earth, sun, stars, seeds of vegetables, flowers, herbs, trees?

Project: “Our family and nature”

from 1 to 3

till 12 o'clock

How to make the Earth joyful and happy?

Project: “Our good deeds”

from 1 to 3

till 12 o'clock

Program performance indicators (expected results):

1) the presence in older preschoolers of ideas about a happy family based on the energy of love, the conditions of its existence, the purpose of boys and girls, pedigree, the life of ancestors in Rus', the influence of lullabies on human life, the influence of food, clothing as signs of an ethnic group on mood and speed of thought of family members;

2) older preschoolers have ideas about nature as a living organism that can hear and feel, about the importance of planting and caring for plants with good feelings and thoughts for the Motherland and the planet as a whole;

3) positive dynamics of growth of love for family, people, nature, Motherland;

4) manifestation in words and deeds of a sense of responsibility for peace on Earth;

5) indirect indicators for assessing the effectiveness of the program: the level of children’s health, the level of speed of imaginative thinking, the level of development of creative imagination before and after the experiment.

Program effectiveness (target indicators):

- the number of children who fulfilled from 1 to 2 indicators of the program, in %;

- the number of children who completed 3 to 4 program indicators, in%;

- the presence of positive dynamics in terms of indicators when comparing data at the beginning and end of the school year.

Diagnostic tools.

To diagnose the level of formation of ethnoculture in older preschoolers(1, 3, 4 indicators of the program) at the ascertaining stage of the experiment, trusting relationships are established with the students and 1) a survey is conducted with the children; 2) drawing test “My Family”, 3) test “Choice”.

1. The survey is conducted individually with each child, in a calm environment.

Survey Questions:

1. Who are the people?

2. What is culture?

3. What is a family?

4. What is a happy family like?

5. Relatives – who are they?

6. What traditions do you have in your family?

7. What folk tales, songs, games, round dances do you know and what do you like?

8. What is the Motherland?

9. What is Rod?

10. Tell me, what do you think is the boy’s purpose?

11. What do you think is the purpose of a girl?

Low level – 0 – 6 points.

Average level– 7 – 14 points.

High level– 15 – 22 points.

2. Drawing test “My Family”

Target: identifying older preschoolers’ ideas about the family and its composition. Children are given the task: “Draw your family” without explaining the meaning of the word “family.” Children draw in a calm environment with colored pencils, the number of colors at the disposal of one child is at least

The test is quite common among teachers and psychologists, so detailed instructions The evaluation results are not presented here.

3. To identify older preschoolers’ interest in the topic of family (motivational component), a “Choice” test is conducted.

Of the three proposed options, the child is asked to choose the one that is most acceptable to him.

1. What would you like to draw? Why?

· your family;

· toy;

· nature.

2. What would you like to hear a story about?

· about plants;

· about cartoons;

· about family.

After the child answers, he is asked the question “Why?”

3. What would you like to play?

· checkers;

· to home, family;

· outdoor play in nature.

After the child answers, he is asked the question “Why?”

The following levels can be used to process the results:

Low level– The child does not choose the topic “family”.

Average level– the child makes a choice of the topic “family”, but does not justify his choice (choice 1 time).

High level– the child makes a conscious choice of the topic “family” and justifies his choice (choice 2 – 3 times).

You should also write down those children who chose nature.

For diagnosing 2, 3, 4 program performance indicators(cognitive and emotional aspects of the formation of the ecological culture of older preschoolers), a survey is conducted in a confidential form and the “Choice” test, which is presented earlier in the text.

Questions for children:

1. What is nature?

2. Why do people plant trees and flowers?

3. Have you planted trees? (yes/no) If the answer is “yes”, the following question is asked:

Tell me what trees you planted?

4. Have you planted flowers? Tell me what flowers you planted?

5. Our home is planet Earth. She is alive, she loves and hears you. You walk on her every day. What good deeds are you doing for our Earth?

Each child's answer is analyzed. To analyze the answers, the following evaluation criteria were thought out:

0 points are given when the child refuses to answer asked question, says “I don’t know.”

1 A point is given when a child answers a question, but not completely, and reveals the answer with the help of additional questions from an adult.

2 A point is given when the child fully answers the question without the help of an adult.

After analyzing the children’s answers, the initial level of each child is determined on the following scale:

Low level – 0–2 points.

Average level –3–6 points.

High level – 7–10 points.

Sergeeva Elizaveta Vladimirovna

Teacher of MBDOU "Kindergarten "Teremok", Abakan

ANALYSIS OF SENIOR PRESCHOOL CHILDREN’S VIEWS ABOUT THEIR FAMILY

Annotation: the work presents the results experimental work, diagnostic techniques and criteria for their evaluation.Keywords: family, family relationships, manifestation of responsiveness, formation of children’s ideas about the family.

The family is the first social institution that a child encounters in life and of which he is a part. Unfortunately, in educational practice, there is a widespread opinion that there is no need for specially organized introduction of a preschooler to his family. If a child lives in a family, he will be able to become familiar with this phenomenon in everyday life. Leading experts in the field of familiarizing preschool children with the world around them S.A. Kozlova, E.K. Suslova, N.N. Poddyakov and others emphasize the need to instill love for one’s home and family from early childhood. These tasks fall within the scope of moral education.

The task of introducing a child to his family is included in the sphere of the child’s social and moral education, being considered as a significant field of pedagogical activity for the formation of patriotic feelings in the child, a sense of love and affection for loved ones.

Experimental work was carried out on the basis of the Municipal budgetary preschool educational institution of the city of Abakan "Kindergarten "Teremok" in the period from October 2013 to May 2015. Children from two preschool groups took part in it, each of which included twenty-five preschoolers. Thus, the study sample consisted of fifty children (25 children - experimental group and 25 children control group). In addition to older preschoolers, four teachers from the corresponding groups and the children’s parents took part in the experimental work. The study was carried out in three stages: ascertaining, formative and control.

The purpose of the work was to form ideas about the family in children of senior preschool age in the process of becoming familiar with the pedigree.

The ascertaining stage of the study involved identifying the level of social and moral education of children in the experimental and control groups and children’s ideas about the family, as well as familiarization with the pedagogical conditions for organizing educational work in groups to familiarize preschoolers with the family. For this purpose, a set of diagnostic procedures was used:

Diagnostic technique “Manifestation of responsiveness in children in the family”;

Conversation with children about family and solving situations (E. Rivina);

Diagnostic technique “Manifestation of responsiveness in children in the family”

The goal is to identify the nature of the child’s behavior (responsiveness) in situations of interaction with family members.

The child was asked to complete the following sentences:

If your mother says that she is very tired and wants to rest and goes to rest in the room where you are playing, then you...

Dad brought you an orange and gives it to you in the presence of other family members and says: “There’s only one orange, there won’t be enough for everyone”; your actions? What will you do in this situation?

You're playing your favorite game and one of your family members asks you to help clean up. What's your answer? What will you do? And so on.

The analysis of the results of the conversation is carried out according to the following scheme:

How does the child treat relatives (indifferently, with understanding, etc.) does he give preference to someone and why.

Does he provide help to another and for what reason (at his own request, at the request of another family member); how he does it (willingly, effective help: reluctantly, formally; begins to help with enthusiasm, but it quickly gets boring, etc.).

Does he show a sense of duty towards family members, how is it expressed and in what situations.

Does he notice the emotional state of his relatives, in what situations, and how does he react to it?

Does he show care in relation to family members and how (constantly; from time to time, occasionally); what motivates him to care about others; in what actions this concern is expressed.

How does he react to the success and failures of relatives (indifferent, reacts adequately, reacts inappropriately - envies the success of another, rejoices at his failure).

The criteria for assessing children's responses were generally accepted norms and moral values. If a child, in solving situations, showed empathy, sympathy for his family members, demonstrated in his statements a desire to help, a caring attitude toward loved ones, and expressions of care, then we classified the responses of such children ashigh level formation of the child’s moral behavior (responsiveness) in situations of interaction with family members.

If, in general, the child’s behavior corresponded to the culture of interaction, but in most situations the child demonstrated satisfaction only of his needs in play, sweets, and hobbies; if he helped, it was only to those family members who were most significant. We attributed the answers of such children tomiddle level formation of the child’s behavior (responsiveness) in situations of interaction with family members. And if the child showed only selfish manifestations in behavior, did not accept the situation, and found it difficult to solve and evaluate them, then we classified the answers of such children aslow level formation of the child’s behavior (responsiveness) in situations of interaction with family members. Quantitative data are presented in Table 1.

Table No. 1. – Analysis of the level of development of children’s behavior in situations of interaction with family members (ascertaining stage)

level

groups

high

average

short

experimental

36%

40%

24%

control

20%

44%

36%

Analysis of children's responses showed that children who were classified as having a high level of behavioral development demonstrated manifestations of empathy. So, for example, Maxim answered: “When I play my favorite game, and my mother asks me to help her clean up, I clean up the game and help my mother, and then I can play the game again, and sometimes my mother also plays with me, this is for me.” I like it very much,” Arina said, “What if mom wants to relax when she’s tired and I’m playing, then I can play something else so as not to disturb mom.”

To determine the level of development of children's ideas about family and pedigree, we conducted a conversation with the children and proposed situations for discussion (author E.K. Rivina).

The children were asked the following questions:

– What is your name? State your first and last name.

– Give your dad's first, last and patronymic names.

– State your mother's first, last and patronymic names.

– What is your grandmother's name?

– What is your grandfather's name?

– What household responsibilities do you have?

Situations for discussion:

1. Someone from your loved ones is tired, sick, upset. How will you behave? What can you do for your family?

2. You love your family, respect your elders (father, mother, grandmother, grandfather). In what actions does your love for your family and care for them manifest?

Then the children were asked the following tasks: look at a drawing depicting family members: brother, sister, mother, father, grandfather, grandmother. Show family members in the picture and name the words denoting relationship (parents, children, mother, father, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter). Explain family relationships (who is related to whom).

While examining the drawing, the children were asked the following questions:

– Who is shown in the picture? (People, relatives, family.)

– How are children related to mom and dad? (Son, daughter or daughter.)

– How can you call mom and dad in one word? (Parents.)

– How are the boy and girl shown in the picture related to each other? (They are brother and sister.)

– Who are they to grandparents? (Grandson, granddaughter.)

– Who are mom and dad related to each other? (They are husband and wife.)

– How are grandparents related to each other? (Husband and wife.)

The children's answers were assessed in accordance with the criteria proposed in Table 2.

Table No. 2. - Criteria for assessing children's answers

№

Criteria

Points

Confidently says his first and last name, names the first and patronymic names of his parents

Knows and names the names and patronymics of his grandparents

Shows interest in the history of his family and its traditions.

Names words denoting kinship: mother, father, parents, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, uncle, aunt, nephew, niece, cousin, great-grandfather, great-grandmother.

Understands family relationships: parents, children, mother, father, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, husband, wife, uncle, aunt, nephew, niece.

Shows emotional responsiveness to the state of loved ones and a respectful attitude towards the people around them. He tries to please his elders with his good deeds.

Shows strong-willed qualities.

Shows his concern for family and friends by helping them and performing his household duties.

Shows interest in professional activity your parents.

Has a basic understanding of what family is.

Has a basic understanding of what a pedigree is.

The quantitative criteria for assessing children’s responses were the indicators presented in Table 3.

Table No. 3. - Levels of assessment of children’s ideas about the family

Levels

Points

Below the average

4-8

Average

10-16

High

18-22

Qualitative characteristics of the levels of children’s ideas about the family

Below the average

Gives his first and last name, his parents’ first and patronymic names. Knows and names words denoting kinship: mother, father, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, husband, wife, uncle, aunt, nephew, niece. Can show emotional responsiveness and respectful attitude towards people around them; has ideas that adults need help. Understands some family relationships.

Average

Confidently states his first and last name; knows the names and patronymics of parents, grandparents. Names words denoting kinship: mother, father, parents, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, uncle, aunt, nephew, niece, cousin, great-grandfather, great-grandmother. Understands family relationships: mother, father, parents, husband, wife, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, uncle, aunt, nephew, niece. Understands that grandparents are mom or dad's parents. Shows emotional responsiveness to the state of loved ones, can feel sorry, sympathize, and respectful attitude towards people around them. Shows his concern for family and friends by helping them and performing his household duties. Has a basic understanding of what a family is (a family unites relatives: parents and children, grandparents, brothers and sisters). Shows interest in the history of his family and its traditions.

High

Confidently states his first and last name, the first and patronymic names of his parents, and the first and patronymic names of his grandparents. Names words denoting kinship: mother, father, parents, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, uncle, aunt, nephew, niece, cousin, great-grandmother, great-grandfather. Understands family relationships: mother, father, parents, husband, wife, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, uncle, aunt, nephew, niece. Understands that grandparents are the parents of his mother or father, and an uncle or aunt is the brother or sister of his mother or father. Understands that great-grandparents are the parents of grandparents. Shows emotional responsiveness to the state of loved ones, can regret and sympathize. Has the idea that everyone in the family has household responsibilities. Shows his concern for family and friends, helps them, and performs his household duties. He tries to please his elders with his good deeds. Tries to show strong-willed qualities. Shows interest in the history of his family and its traditions. Shows interest in the professional activities of his parents. Has a basic understanding of what a family is (a family unites relatives: parents and children, grandparents, brothers and sisters). Has a basic understanding that pedigree is the history of a family, a story about one’s family.

An analysis of the responses of children in the experimental and control groups showed that in the experimental group, 11 children (44%) have a below-average level of formation of ideas about the family, an average level was found in 14 people (56%), and a high level was not identified in any child in this group. In the control group, the following results were obtained: 16 children (64%) have a below average level of formation of ideas about the family, an average level was found in 9 people (36%), a high level was not found in any child in this group. The data is presented in Table 4.

Table No. 4. – Analysis of the level of children’s ideas about the family (ascertaining stage)

level

groups

high

average

below the average

experimental

56%

44%

control

36%

64%

An analysis of the children’s responses showed that all children know their first and last names and know the names of their grandparents. The greatest difficulties were caused by such questions as the surname, first name and patronymic of mother and father. Difficulties arise from questions such as: explanation of family relationships (who is related to whom), who are the grandparents related to each other? (husband and wife).

A conversation with the group’s teachers showed that, in general, in accordance with the program, the teachers work to introduce children to the family. But at the same time, it should be noted that the work is carried out as indirect in preparation for such holidays as March 8, Mother's Day, February 23 and others.

In real practice, this issue is not resolved holistically, but episodically; children usually have disparate ideas about the family and its pedigree.

Bibliography

S.A. Kozlova. Correctional and developmental classes with preschoolers / L.I. Kataeva. – Moscow: Linka-Press, 2000. – 224 p.

Rivina, E.K. We introduce the preschooler to family and ancestry. A manual for teachers and parents. For working with children 2-7 years old./ E.K. Rivina - Moscow: Mosaic - Synthesis, 2008. - 128 p.

Page 22 of 35

Formation of a child’s ideas about family

A number of studies have attempted to study children’s spontaneously formed ideas about the family. It was revealed that these ideas are fragmented, inaccurate, poor in emotional “coloring”, and often do not correspond to reality.

IN last years programs are being created to introduce children to the outside world, which present knowledge about the family. In this regard, special mention should be made of the program
S.A. Komova “I am a Man”. The author considers the formation of a child as a full-fledged member of the family in the logic of the creation of Man in Man, the upbringing of a citizen of the Motherland and an inhabitant of planet Earth. Throughout the entire program, ideas are taught about the value of meaningful leisure time in the family, the need to give joy to loved ones, understand their mood, etc. A unique “program” for developing children’s ideas about family as the greatest universal value is contained in folk pedagogy. From the preschool pedagogy course, you know that people have not created books on how to raise children. But he left a legacy of many works of material and spiritual culture, analyzing which scientists formulated the basic principles of folk pedagogy.

The teacher has a lot in his arsenal works of art, based on which he forms pupils’ ideas about “good” and “bad” children. In folk pedagogy, the concept of “father's house” (home, parental home) occupies a special place. There are fairy tales about him, many proverbs that the teacher uses in his work. It’s good if you can show children a variety of homes (brick, wooden houses, huts, yurts, etc.), and then invite them to think about how they differ and how they are similar (people live, families, parents take care of children, each other). Next, you can conduct a series of conversations (about household chores, holidays, leisure, etc.), the educational purpose of which is to lead the child to understand the connection between family members.

It is necessary to teach children to understand the emotional state of family members and cultivate a desire to please them. Everyday life situations are invaluable here. So, in the evening, the teacher reminds the children that their parents, whom they have not seen all day, will soon come for them, so they need to say hello affectionately, look carefully in the face, find out what their mood is, do not demand sweets, dress independently, etc.

It is advisable to create special situations that confront children with the need to better know the characteristics and interests of their loved ones in order to please them and give them pleasure. For example, before Mother's Day or International Women's Day, the teacher warns children in advance that they will have to make souvenirs for the women of their family.

Deepening children's interest in emotional state close people are mini-studies aimed at developing the ability to distinguish between means of communication and use them: “read” emotions in facial expressions, gestures, intonation of speech and react accordingly to them (O.K. Vasilyeva). With the help of sketches, children learn to convey and recognize joy, excitement, fatigue, anxiety, and fear.

To form children's ideas about the family, it is necessary to master a set of methods and techniques. An overestimation of verbal methods, which quite often occurs in a modern preschool institution, leads to children’s assimilation of formal knowledge that is not colored by their own attitude. It is effective to turn to various artistic means that encourage children to engage in creative activities.

It is known that games on family and household themes are most common throughout preschool age. But they are characterized by poverty and monotony of content. Often the “mom-dad” line develops in a negative way: “mom’s” commanding notes, her desire to command, to subjugate “dad.” Boys have little idea of what the role of “dad” is. In order to enrich the content of family-themed games, such storylines as “A child was born in the family”, “Grandmother’s arrival”, “Grandfather’s anniversary”, “Family at the dacha”, etc. are effective. During such games, children’s ideas about the characteristics of family life, about the interaction of generations, about leisure. In play activities, children reproduce the behavior, feelings, and experiences of their parents as they imagine them and reflect various life situations.

Recently, children have been involved in various forms of work that help them connect with their genealogical roots. Of course, such work should be carried out in the family, but many parents do not understand its necessity and do not know how to approach it correctly. Therefore, the teacher shows the directions, possible forms of the child’s “journey” into the history of the family, and the parents continue it at home.

To clarify the meaning of the concept of “family,” visual material is used depicting family members belonging to three generations (mother, father, their parents, children). Next, it is advisable to resort to modeling. The teacher invites the children to create a model of a family consisting of three generations. Each generation is indicated by a chip of its own color. By laying out the chips and then selecting images of family members, the child builds a model of the family, naming who is related to whom. But this is an abstract family. The next step is to a model of his family, which the child lays out next to him, naming the names, patronymics of family members, their social roles, while determining who he is in relation to his relatives (son, grandson, nephew, brother). The family should continue to study their ancestry further. Teachers recommend that parents create a family album “Our Family Tree” and create a family tree using photographs.

The moral result of such work is undoubted: a real opportunity is created to introduce children to the peculiarities of family relationships, to help them understand the need for a careful, caring attitude towards family members. Children develop their first expectations regarding their future family. For example, they say: “When I have my own children, I will never put them in a corner,” “When I grow up, I will always give flowers to my wife.” The position is “launched” based on the understanding of “good” - “bad” family.

Thus, in the course of the joint work of the preschool institution and parents, children are brought to an initial, still very elementary awareness of the role of the family, the system of kinship relations, and determine their place as a member of the family.

Table of contents
Improving the educational capabilities of the family.
DIDACTIC PLAN

New philosophy of interaction between family and preschool institution
Psychological and pedagogical foundations of interaction between family and preschool educational institution
Interaction between kindergarten and family at the present stage
Interaction between school and family at the present stage
Features of interaction between preschool institutions and certain types of families
Preparing a child for preschool
Features of interaction between family and preschool institution in foreign countries

Specifics of the pedagogical activity of a home teacher in the conditions of modern Russia
Interaction between family educator and parents
Social teacher of family type
Historical aspects of the formation of pedagogical culture among parents
Pedagogical culture of parents as a component of the educational potential of the family

Panasenko Elena Nikolaevna
Job title: teacher organizer
Educational institution: MBO DO Tourists Station
Locality: Russia, Kemerovo region, Myski
Name of material: methodological development
Subject: Features of the formation of ideas about the family in children of senior preschool age
Publication date: 20.02.2016
Chapter: preschool education

Features of the formation of ideas about family in older children

preschool age
The main theoretical approaches to studying preschool children's ideas about the family are reflected in the works of psychologists and teachers. The first scientific direction that placed child-parent relationships at the center of the development of a child’s personality was, as we know, classical psychoanalysis. Psychoanalysis has become the determining direction in the development of basic concepts of child development, in which a key role is given to the problem of relationships between children and parents (E. Erikson, K. Horney, etc.). The theory of attachment has gained the most popularity (D. Bowlby, M. Ainsworth). The central concept in attachment theory is the “internal working model,” which represents the inextricable and interdependent unity of self and other. The child gets to know himself through the mother’s attitude towards him, and the mother perceives him as the source of the attitude towards himself. This complex relationship in the original version was understood as an attitude towards oneself and a close adult, which gives a feeling of security and safety. Leading sociologist A.I. Antonov believes that a family is created by the “parents-children” relationship, and marriage turns out to be a legitimate recognition of those relationships between a man and a woman, those forms of cohabitation or sexual partnership that are accompanied by the birth of children. It should be noted that due to age-related psychological characteristics for a preschooler, the “parents-child” relationship is the main one; moreover, a family without children, a family in which there is not at least one child, is unthinkable. Therefore, it is very important that when introducing preschoolers to the family as a phenomenon public life, the parent-child relationship was central and system-forming. In modern research on this issue, there is a reorientation from the study of a child’s self-awareness to the study of his
behavior. Attachment is no longer seen as an attitude, but as a strategy for behavior with parents. In addition to attachment theory, theoretical models developed by D. Baumrind (1967), as well as E. S. Schaefer, R. A. Bell (1969), are very popular in Western psychology. D.Baumrind proposed a classification of parental behavior styles, including 3 types: 1) authoritative; 2) authoritarian; 3) permissive style; E.S.Schaefer and R.A.Bell developed a dynamic two-factor model of parental attitude, where one of the factors reflects the emotional attitude towards the child: “acceptance-rejection”, and the other reflects the parent’s behavior style: “autonomy-control”. Although these theoretical models were proposed more than 40 years ago, they remain practically the only ones today that provide a meaningful description of the parental relationship. A responsible attitude and concern for the child’s future give rise to an evaluative position of parents, sharpening control over his actions, turning the child into an object of education. The problem of forming ideas about family among preschoolers was developed in the works of psychologists (L.A. Venger, L.S. Vygotsky, P.G. Galperin, O.M. Dyachenko, A.N. Leontiev, A.A. Lyublinskaya, S. L.L.Rubinshtein and others) and teachers (F.S.Bleher, T.I.Erofeeva, A.N.Leushina, T.N.Museyibova, Z.A.Mikhailova, B.Nikitin, V.P.Novikova , T.D.Richterman, E.V.Serbina, A.A.Smolentseva, T.V.Taruntaeva, E.I.Tikheeva, etc.). An analysis of psychological research revealed that scientists studied the characteristics of children’s ideas about the family, the genesis of their development, the characteristics of the perception of family relationships, and the psychological functions that determine the formation of ideas about the family. Analysis pedagogical works made it possible to discover that research was carried out in the following areas: the formation of a system of ideas about the family among older preschoolers, the role didactic games And
classes in the formation of family ideas, pedagogical conditions of preschool institutions that ensure the formation of family ideas. Analysis of the studies revealed the following conclusions. Already at preschool age, it is vitally important for children to learn how to navigate themselves in building interpersonal contacts. The level of development of the child will entirely depend on the teacher’s understanding of the functions of the art of forming ideas about family relationships and the skill of using it in the educational process. The family is traditionally the main educational institution. What a child acquires in the family during childhood, he retains throughout his entire subsequent life. The importance of the family as an educational institution is due to the fact that the child stays in it for a significant part of his life, and in terms of the duration of its impact on the individual, none of the educational institutions can compare with the family. It is here that the foundations of a child’s personality are laid, and by the time he enters school, he is already more than half formed as a person. The family can act as both a positive and negative factor in education. Positive impact on the child’s personality: no one except the people closest to him in the family (mother, father, grandmother, grandfather, brother, sister) treats him better, loves him and cares so much about him. And, at the same time, no other social institution can potentially cause as much harm in raising children as a family can do. Anxious mothers often raise anxious children. Ambitious parents often suppress their children so much that this leads to the appearance of an inferiority complex. Unrestrained
a father who loses his temper at the slightest provocation often, without knowing it, forms a similar type of behavior in his children, etc. The main thing in raising a little person is to achieve spiritual unity, a moral connection between parents and child. In no case should parents let the upbringing process take its course and at an older age, leave the matured child alone with himself. It is in the family that the child receives his first life experience, makes first observations and learns to behave in various situations. It is very important that what we teach a child is supported by specific examples, so that he can see that in adults, theory does not diverge from practice. For example, if your child sees that his mom and dad, who tell him every day that lying is wrong, without noticing it, deviate from this rule, all upbringing can go down the drain. Each parent sees in their children their continuation, the realization of certain attitudes or ideals. And it is very difficult to retreat from them. The conflict situation between parents is due to different approaches to raising children. The first task of parents is to find a common solution and convince each other. If you have to compromise, it is imperative that the basic requirements of the parties are satisfied. When one parent makes a decision, he must remember the position of the other. The second task is to make sure that the child does not see contradictions in the positions of the parents, i.e. It is better to discuss these issues without him. Children quickly “grasp” what is said and quite easily maneuver between their parents, seeking momentary benefits (usually in the direction of laziness, poor studies, disobedience, etc.). When making a decision, parents should put in the first place not their own views, but what will be more useful for the child.
Parents may love a child for no reason, despite the fact that he is ugly, not smart, and neighbors complain about him. The child is accepted for who he is (unconditional love) Perhaps the parents love him when the child meets their expectations: if he studies well and behaves exemplary. But if the child does not satisfy their needs, then the child is rejected, and the attitude changes for the worse. This brings significant difficulties, the child is not confident in his parents, he does not feel the emotional security that should be there from infancy (conditional love). The child may not be accepted by the parents at all. He is indifferent to them and may even be rejected by them (for example, a family of alcoholics). But it can also be in a prosperous family (for example, he was not wanted, there were serious problems, etc.). Parents don't necessarily realize this. There are purely subconscious moments (for example, the mother is beautiful, but the girl is ugly and withdrawn; the child annoys her). An analysis of pedagogical research related to the issue of familiarizing children with family relationships made it possible to discover that teachers of the past also addressed this phenomenon (E.I. Vodovozova, A.Ya. Komensky, M. Montesori, I.G. Pestalozzi, K.D. .Ushinsky and others). When working with children, in addition to familiarizing themselves with an abstract family model that is socially significant for society, it is necessary to talk about specific families of children, which do not always correspond to ideal models. A 5-7 year old child, as a rule, already has ideas, spontaneously formed in everyday life, that families can be different in composition. For example, a large family, including grandparents, mother and father, children - a sister and two brothers; or small families consisting of mother and daughter, husband and wife, grandfather and grandson.
Each child, in the course of his development, develops a unique and inimitable picture of the world, reflecting his inherent specificity of accepting the surrounding reality and being essentially one of the characteristics of his intellectual activity. The child’s picture of the world is formed by his ideas about various objects and phenomena of nature, society, etc. One of these ideas is the image of the family. “The phenomenon of “family image” in relation to preschool children is a subsystem of the “image of the world”, characterized by a level structure, categoricality and predictability,” writes N.I. Demidova. A child’s mastery of the social content of family life is associated with the formation in him of a high level of emotional responsiveness to a loved one, to his emotional state as a specific component of the social environment. This, in turn, depends on the nature of parent-child relationships in the family, which largely determine the degree of emotional well-being or distress of the child. Within the framework of this work, we are interested in the peculiarities of the formation of preschoolers’ ideas about the family. From birth, a child, as we have already noted, masters the experience of his family, which means he develops an idea of family life based on its model. A high level of emotional responsiveness to family members surrounding the child from the first days of his life ensures the quality and depth of this representation. That is why, as emphasized by I.A. Khomenko “If we don’t work with preschool children now (to shape their attitude towards parenthood and family values), in 12-15 years we may lose an entire generation. In other words, the solution to Russia’s demographic problem is “in the heads” of modern children, who, in turn, are raised by their parents.”
One of the conditions for successful, purposeful work in shaping the “image of a family” will be the cooperation of the educator and parents, since the family remains the main custodian and transmitter of social and moral values for children,” says N. I. Demidova. The formation of a preschooler’s idea of the family can be considered in several aspects: - firstly, the motivational aspect, that is, the degree of importance of the family for the child; - secondly, the cognitive aspect is the child’s knowledge about the family, family ties, roles; - thirdly, emotional – these are experiences associated with events in the family; - fourthly, personal – ideas about one’s place in the family, as well as present and future family roles. The emotional world of a child, his self-awareness, the moral foundations of the individual - all this is formed to a decisive extent under the influence of the family. Parents, both by the level of their education, the degree of their upbringing, and their system of values and ideals, greatly influence how the child will ultimately build his future family. The formation of ideas about the family is currently recognized as one of the most important components of the education of preschool children and represents a complex pedagogical task that can be successfully solved only by attracting family resources (general and individual). “Family resources include abilities, inclinations, educational potential, social and communication ties, as well as material opportunities, etc.,” notes I.A. Khomenko. The research of many famous psychologists and teachers (T.A. Kulikova, T.A. Markova, G.N. Grishina, T.A. Repina, etc.) is devoted to
identifying the conditions and ways of forming interests and attachments, significant orientations, first of all, to one’s home, one’s clan, family. Focusing on the views of these authors, we consider the preschooler’s perception of his parents as a role model for activities and as the basis for the formation of ideas about the family - as the main feature of this age. According to the psychological characteristics of preschoolers, they are characterized by: imitation, suggestibility, emotionality, spontaneity. Therefore, a child at this age is absolutely accessible and “open” to influence from adults, and especially parents. He really needs the emotional support of people who are with him most of the time; preschoolers are characterized by special gullibility and sensitivity to various kinds of assessments. It is the orientation towards emotionally attractive adults - parents - that contributes to the child’s mastery of the necessary content of ideas about the family; becomes an incentive to repeat patterns of behavior in the family. In the works of O.V. Dybina and S.A. Kozlova identified the characteristics of a reference model that contributes to the formation of preschoolers’ ideas about the family: - effectiveness, which is ensured by compliance with the requirements and stimulates children’s desire to repeat the activity in their behavior; - content completeness, which presupposes compliance with the age and individual characteristics of children, their subjective experience in the perception of their family and the implementation of a positive orientation towards the world of family relationships (introducing the child to the cultural, moral and social traditions and foundations that have developed in this particular family; mastering the ways of cognition and patterns of activity); - the personal meaning of his activities, behind which are personal qualities that are significant for the child: caring, kindness, friendliness,
loyalty, responsibility, justice and the like. Personal, vital meaning and motivating force are acquired by a child only in life practice. In a study by N.I. Demidova defines the content side of the “image of family” in the minds of a preschooler, which describes the child’s living space in the family (denotative category). “This space for a child is determined by the family structure. The concept of family structure cannot be delineated by narrow boundaries; it is multifaceted. The family way of life includes the established order of life in the family, internal laws regulating the management of the household, the fulfillment of assigned duties, the needs and value guidelines of family members, accepted traditions, the organization of leisure, and the preservation of family relationships. The family way of life is inextricably linked with the house where the family lives, therefore, in the “image of family” of a preschooler, “home” occupies a special place.” The connotative, evaluative category appears in the “image of the family” in the process of communication between the child and family members. Indeed, the child’s assessment of the family, according to N.I. Demidova, occurs on an emotional level. The value category in relation to the “image of family” lies in the concepts of family, kinship and relationships. It is important that already at preschool age the child is able to understand the value of the family for himself and his importance for the family. Taking all this into account, let us formulate the principles of forming ideas about the family in a preschooler: - the principle of positivism is implemented in the formation of an attractive idea about the family using positive examples; - the principle of humanism presupposes the choice of an acceptable model of communication and interaction with the child, when both parents and children participate in the process of forming ideas about the family and they are equally given freedom and independence in the expression of feelings and thoughts.
application of this principle means the formation family values in the child and clarifying the image of his future family. - the principle of activity involves parents transmitting their understanding of the family on an activity basis. In the course of joint activities, the preschooler’s ideas about the family are clarified. - the principle of integrity presupposes a child’s holistic perception of the world around him and such a phenomenon in it as the family. In addition, it helps to demonstrate the degree of unity of the child with the world of the family. In the process of participant observation, the teacher can see those family aspects of upbringing that are often hidden during external observation. It should be remembered that in an informal setting, both adults and children reveal their different facets, so it is recommended to involve parents and other family members in preparing and holding holidays, entertainment and organizing excursions. Usually in such situations, all adults feel responsible for children (and not just for their child), their activities, safety, and try to actively express themselves, so the teacher sees many of the educational techniques of his assistants, which gives grounds to judge the style and methods of home education. So, in the process of forming ideas about the family, teachers and parents face the following tasks: - through jointly verified efforts within the framework of pedagogical education, to form in children refined ideas about the family and, based on this, their own positive position on issues of family relations; - to promote various manifestations of children’s desire to act together with their parents to master the world of the family; - teach children, with the help of teachers and parents, ways to understand the family experience.
Thus, we can conclude
,
that the features of the formation of ideas about the family in children of senior preschool age are as follows: - When introducing preschoolers to the family as a phenomenon of social life, the parent-child relationship should be central and system-forming. - Parental styles of behavior are different in different families (authoritative; authoritarian; permissive style); - Positive impact on the child’s personality: no one except the people closest to him in the family (mother, father, grandmother, grandfather, brother, sister) treats him better, loves him and cares so much about him. And, at the same time, no other social institution can potentially cause as much harm in raising children as a family can do. - In an informal setting, both adults and children reveal their different facets, so it is recommended to involve parents and other family members in preparing and holding holidays, entertainment and organizing excursions. - The child may not be accepted by the parents at all. He is indifferent to them and may even be rejected by them (for example, a family of alcoholics). But it can also be in a prosperous family (for example, he was not wanted, there were serious problems, etc.). - The formation of ideas about the family is currently recognized as one of the most important components of the education of preschool children and represents a complex pedagogical task.

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Introduction

Chapter 2. Pedigree as a means of forming ideas about family in children of senior preschool age

Chapter 3. Practical part. Development and implementation of an educational project to develop ideas about family in children of senior preschool age

Conclusion

Literature

Applications

Introduction

Family is one of the greatest values created by humanity in the entire history of its existence. Not a single nation, not a single cultural community can do without family. Society and the state are interested in its positive development, preservation, and strengthening; every person, regardless of age, needs a strong, reliable family.

Modern society needs to restore traditional values, including caring for the family and promoting a family lifestyle. The results of research conducted by philosophers, sociologists, social psychologists and educators in recent years are alarming. People are increasingly talking about the crisis of the family, and the prospects for the development of this social institution are assessed extremely pessimistically. Everyone knows about the demographic problems that exist in Russian society, that every year the number of not only incomplete, but also dysfunctional families. But it is the family, being the first and most significant conductor of social influence for the child, that “introduces” him into all the diversity of family relationships and home life, evoking certain feelings, actions, ways of behavior, influencing the formation of habits, character traits, mental properties . The child uses all this “baggage” not only in real life: much of what he learned in childhood will determine his qualities as a future family man.

In a number of studies S.I. Golod, T.M. Barinova, M.S. Matskovsky, E.K. Vasiliev, attempts were made to study those children’s ideas about the family that spontaneously develop in them. It was revealed that these ideas are fragmented, inaccurate, poor in emotional “coloring”, and often do not correspond to reality. It must be said that such a low level of children’s knowledge about the family should not come as a surprise, since in general educational programs for preschool institutions, this crucial area of the social world is not given due attention.

In preschool pedagogy, the family, as a rule, is considered as a social environment in which the family education of a child is carried out. A preschool educational institution traditionally provides assistance to parents in raising children in the process of interaction between teachers and the families of students. However, within the framework of this activity, it is not always possible to form adequate ideas about the family in preschoolers. Children need to be introduced to the family as a phenomenon of social life, the main social institution, its purpose and characteristics, starting from the very beginning. early age at a level they can understand.

The parental family becomes a source of social inheritance in the first years of a child’s life; the method of following the pattern of relationships of one’s own parents initially occurs at the subconscious level, thanks to the mechanisms of imitation and identification. As a result, images of parents, grandparents, brothers, sisters are imprinted, norms are learned social behavior, obligatory in the process of interaction with a significant adult, imitating their actions, words, feelings, identifying oneself with loved ones.

The object of the study is the development of ideas about family in children of senior preschool age.

The subject of the study is pedigree as a means of forming ideas about family in children of senior preschool age.

The purpose of the study is to develop and implement an educational project to develop ideas about family in older children.

Research objectives:

1. Carry out a theoretical analysis of psychological and pedagogical literature on the research problem;

2. Characterize the family as a specific environment for raising preschool children;

3. Conduct a diagnostic of children’s knowledge and ideas about the family developed by E.K. Rivina;

4. Develop and implement an educational project to develop children’s ideas about family;

5. Formulate conclusions and conclusions based on the results of the educational project.

Research methods: analysis of scientific and educational methodological pedagogical and psychological literature, generalization, systematization, abstracting.

The practical significance of the final qualifying work is determined by the possibility of using materials in the professional activities of a teacher in a preschool educational institution.

Chapter 1. Family as a specific environment for raising children

1.1 Characteristics of a modern family of preschool children

A family is a small socio-psychological group, the members of which are connected by marriage or kinship relationships, a common life and mutual moral responsibility, and the social need for which is determined by the need of society for the physical and spiritual reproduction of the population (Kulikova T.A.)

A family is a small group based on marriage, or consanguinity, whose members are connected by a commonality of life, mutual moral responsibility and mutual assistance (A.V. Mudrik)

Thus, we can say that each family is unique, but at the same time contains characteristics that can be classified as a particular type:

1. Patriarchal (traditional) family. This is a large family, where different generations of relatives and in-laws live in one “nest”.

2. Nuclear family (the predominant type of family). They consist mainly of two generations.

3. Single-parent family. A small family consisting of two people: single-parent, maternal, “empty nesters” (spouses whose children “flew the nest”).

4. Maternal (non-marital) family. It has the same structure as in an incomplete family, but differs in that the mother was not married to the father of her child.

Unfortunately, there is a widespread opinion that there is no need for specially organized introduction of a preschooler to his family. If a child lives in a family, he will be able to become familiar with this phenomenon in everyday life.

The specifics of the modern family in Russia, according to A.F. Filatova, are determined by at least four features:

1. A modern family is a union based on love, emotional acceptance and support.

2. Transition from extended family to nuclear family.

3. The modern family system is quite open - today it is easy to get married and just as easy to divorce.

4. In a modern family, parenthood plays a role.

The phenomenon of paternity should be especially noted. The modern father is characterized by earlier involvement in upbringing - in infancy or even in prenatal development.

In addition to the above features, we can identify the following trends in the development of the modern family:

1. A fall in the birth rate, a decrease in the number of children in the family.

2. The emergence of so-called “dual-career” families, where both spouses set themselves the goals of a professional career, growth and self-realization.

3. Polarization of the age of marriage - either very early (16 - 17 years), or after 30 years.

4. Cases of increasing the age difference between spouses to 15 - 20 years are becoming more and more common, including to the side - the woman is older.

5. The problem of widowhood.

6. A large number of divorces.

7. Increase in the number of remarriages. Hence the problem of non-natural children.

8. An increase in the number of children - foundlings, street children, abandonment of children in maternity hospitals. The growth of orphanages and boarding schools.

9. Increase in family and domestic “criminal” situations and crimes. Usually due to drunkenness.

10. Increase in the number of childless families.

11. “Foreign” marriages.

12. “Exotic” families (same-sex marriage, swinging, etc.) are still a rare phenomenon in Russia, but already existing.

13. An increase in the number of people who prefer alternative forms of marriage: loneliness, “civil” marriages, maternal families.

However, in recent years there has been a clear, certainly positive shift in favor of choosing the family as the optimal form of partnership in order to provide the necessary conditions for personal growth and self-development.

Being the primary unit of society, the family performs functions that are important to society and necessary for the life of every person:

1. The function of procreation (reproductive) is the biological reproduction and preservation of offspring, the continuation of the human race.

2. Economic function - provides the diverse economic needs of one’s own family.

3. The function of organizing leisure time is to restore and maintain health, satisfy various spiritual needs.

4. The educational function is the most important function of the family, which consists in the spiritual reproduction of the population.

In the study by I.V. Grebennikov “On the educational potential of the family”, three aspects of the educational function of the family are highlighted:

1. Raising a child, shaping his personality, developing his abilities. The family acts as an intermediary between the child and society, passing on social experience to him. Through intrafamily communication, the child learns the accepted principles given society norms and forms of behavior, moral values.

2. Systematic educational influence of the family team on each family member throughout his life. Each family develops an individual education system, the basis of which is certain value orientations.

3. The constant influence of children on parents (other family members), encouraging them to self-education. Any educational process is based on the self-education of educators. Children are intuitively aware of their influence on other family members literally from the first days of life.

The variety of family functions can be considered from the perspective of the needs of society and the needs of the individual:

Table 1

Family functions	Society's needs	Personal needs
Reproductive	Biological reproduction of society
Socialization and education of children	Maintaining cultural continuity of society	Satisfying the need for procreation
Economic and household sphere	Maintaining the physical health of society, physical care for children, the elderly and disabled	Receipt of household services by some family members from others (laundry, grocery shopping and cooking, ironing, washing dishes, etc.)
Economic	Economic support for minors and disabled members of society	Receipt of material resources by some family members from others (in case of incapacity for work)
Leisure	Organization of rational leisure. Social control in the leisure sector	Satisfying the need for joint leisure activities, mutual enrichment, companionship
Sexy	Sexual control. In many societies there is, for example, a taboo against incest, which reduces the biological viability of individuals	Satisfying sexual needs
Emotional support and protection	Emotional stabilization of individuals, home psychotherapy	Receiving emotional and psychological support in the family
Social - status	The family largely determines the social status of an individual, lifestyle, and life chances. It influences education, provides access to health care, religious and political associations	The family, increasing the status of the individual in society, satisfies the needs for respect and recognition
Spiritual communication	Development of the potential of society members	Spiritual mutual enrichment
Primary social control	Moral regulation of the behavior of family members in various spheres of life	Moral orientation of an individual's behavior in society

Research by domestic sociologists (V.S. Sobkin, E.M. Marich, 2002) shows that 75.5% of parents of preschool children are among their preferred life values called "raising children." In second place is a happy married life (67.7%), in third place is good health (53.9%). It is important to note that “raising a child” and one’s own “good health” are significantly more important for mothers. Fathers more often note “success in professional activities” and “achievement of material well-being.”

There are normative and real goals of raising children. Normative goals are the proclaimed ideal, the perfect image of the child as a future adult. Real goals are the anticipated result of educational activities; what parents, first of all, strive to educate and develop in their child.

The most significant qualities in the normative system of parental goal orientations are such qualities as kindness and responsiveness; strong-willed qualities, desire for education and culture. It is also very important, according to parents, to instill in the child a desire to develop his own abilities and respect for elders.

The wealth and level of education of the students’ parents have a great influence on the formation of target normative models. For parents from a high-income class of society, the moral and ethical component turns out to be less important, and on the contrary, “the ability to adapt to any situation” is of high importance (54.5%). Parents from the middle-income class more often note the importance of instilling in their child “the desire to develop their abilities” (36.7%). Parents from a low-income group note this desire in 27.7% of cases.

Despite the negative trends that the modern family is experiencing, most parents experience positive interactions with their own children. The most common judgments of parents sound like this: “I feel like a happy person (40.7% - fathers; 41.1% - mothers); “I experience great joy, I am filled with energy” (38.9% - fathers; 39.3% - mothers); “I’m learning about the world around me again” (22.2% - fathers; 24.3% - mothers); “I am discovering qualities in myself that I had no idea existed before” (13.8% - fathers; 20.3% - mothers).

Few highlight the negative aspects of interaction with children: “I can’t cope with spontaneous activity” (14.7% - fathers; 15.5% - mothers); “I get nervous and irritated” (7.2% - fathers; 9.8% - mothers); “I experience difficulties that turn into scandals” (9.1% - fathers; 8.6% - mothers).

Thus, we can say that in modern society there are different types of families and each family is unique. And despite all the uniqueness, the development of a child in a family should not be left to chance. A qualified teacher can help with this.

Preschool interaction educational institutions with parents based on the structural and functional model of Ph.D. T.N. Doronova, which conditionally consists of three blocks:

1. The information and analytical block involves collecting and analyzing information about parents and children, studying families, their difficulties and requests, as well as identifying the family’s readiness to respond to the requests of the preschool institution. The tasks to be solved in this block determine the forms and methods of further work of teachers. These methods include: survey, questionnaire, patronage, interviewing, observation, study of medical records and special diagnostic techniques used mainly by psychologists.

Work with parents within this block is based on two interrelated areas. The first direction is educating parents, providing them with the necessary information on a particular issue. The second direction is the organization of productive communication between all participants in the educational space, i.e. it is an exchange of thoughts, ideas, feelings.

For this purpose, events are planned and carried out that would involve parents and children in a common interesting activity, which would “force” adults to enter into communication with the child. It is known that traditional communication between parents and their child is very trivial and often comes down to questions like “what did you eat, why are your pants dirty,” etc.

2. Practical block. It contains information aimed at solving specific problems related to children's health and development.

Forms and methods of work to be used medical workers, specialists, teachers and psychologists, depend on the information they received when analyzing the situation within the first block.

In recent years, scientists and practitioners have developed many bright and interesting forms of working with parents. But in most cases, these forms exist on their own, because work with families is assessed by the number of activities and their quality, demand from parents, and how much the efforts of the teaching staff have helped parents and children are not analyzed at all.

With the aim of effective solution For this task, a third block was introduced into the model of interaction between preschool institutions and families.

3. The control and evaluation unit is an analysis of the effectiveness (quantitative and qualitative) of activities carried out by specialists kindergarten.

To determine the effectiveness of efforts spent on interaction with parents, you can use surveys, feedback books, score sheets, express diagnostics, and other methods immediately after an event. Equally important is self-analysis on the part of teachers.

When working with parents, repeated diagnostics, interviews with children, observations, recording the activity of parents, etc. can be used to track and evaluate delayed outcome.

A special study showed that working with the model makes it possible to structure the activities of the teaching staff both at the institutional level and at the level of a separate kindergarten group.

As a result, the establishment of trusting relationships with parents smoothly leads to joint exploration and the formation of a harmoniously developed child’s personality. In this process, the professional competence of preschool teachers plays an important role, which implies not only the totality of knowledge and experience, but also the personal qualities of the teacher.

1.3 Formation of ideas about family in children of senior preschool age

Modern scientific data prove that in the first years of life, a child raised in a family develops its image. In the family, the child is included in the stream of activity (and not just in the stream of consciousness, as is the case in kindergarten and school) and in the process he assimilates “meanings” exteriorized in the human world. The child finds this “field of meanings” as “existing outside of him” - perceived by him, assimilated, as something that is included in his “image of the world” (A.N. Leontyev). Research emphasizes that the “image of the world”, the “picture of the world” develops in a child as a whole, as an outline of a worldview (D.B. Elkonin, S.D. Smirnov). This is a multi-level education, including ideas about nature, man, society, including the family, its members, family pedigree, household chores, etc. All this determines the significance of the image of family that is initially formed in the child.

I.V. Bestuzhev-Lada and N.N. Podyakov discovered that many modern children develop a deformed, distorted image of the family. And there are objective reasons for this, related to the global phenomenon that is defined as a family crisis. As scientific data and world statistics testify, in a modern family not only individual functions change, but also the social roles of family members are deformed, and there is a tendency for disunity in the interpersonal relationships of its members.

It turns out that the image of a family formed in childhood will not be neutral in relation to future family life; on the contrary, it largely determines attitudes toward it. According to the findings of scientists, a balanced person and a “successful family man” becomes one who had parents who loved each other in childhood, was strongly attached to them, could talk to them openly about everyone who was treated favorably, respectfully, but demandingly in the family. And vice versa, those who have seen conflicts in the family, who have been beaten and humiliated, have very little chance of positive development.

Through the joint efforts of the kindergarten and the family, it is possible to influence the formation of a positive image of the family in preschool children.

In recent years, programs have been created to introduce children to the outside world, which present knowledge about the family (O.K. Vasilyeva, S.A. Kozlova, Kh.A. Tagirova, etc.).

A unique “program” for the formation of children’s ideas about the family as the greatest universal value is contained in folk pedagogy, which has left a legacy of many works of material and spiritual culture.

It is important to convey to preschool children the very essence of the concept of “family”, and this will be supported by works of oral folk art, in which the supporting concepts are “family”, “mother”, “father”, “children”, “brother” and other words , reflecting family relationships. When introducing children to folk tales, the circle of people closest to the child is emphasized, and the concepts of “clan” and “family” are revealed. Involving modern works of art (for example, A. Barto, E. Permyak, V. Oseeva, etc.) will help to intensify personal experience children in order to understand their place in the system of relationships, to strengthen them in the desire to “be useful”, “to be kind” to their relatives.

It is necessary to teach children to understand the emotional state of family members and cultivate a desire to please them. Everyday life situations are invaluable here. It is advisable to create special situations that confront children with the need to better know the characteristics and interests of their loved ones in order to please them and give pleasure.

Mini-studies aimed at developing the ability to distinguish between means of communication and use them: “read” emotions in facial expressions, gestures, intonation of speech and respond accordingly to them (O.K. Vasilyeva) serve to deepen children’s interest in the emotional state of loved ones. You can use game trainings like “Name your loved ones and relatives affectionately”, “Tell me what you can do to please your mother (father, grandfather, grandmother)”, tasks that require you to complete sentences like “If mother is upset, I...”, “If grandmother is tired, I…".

To form children's ideas about the family, it is necessary to master a set of methods and techniques. Revaluation of verbal methods leads to children’s assimilation of formal knowledge that is not colored by their own attitude. It is effective to use various artistic means that encourage children to engage in creative activities (for example, telling a story about their family, drawing a portrait on the theme “My mother (grandmother),” making souvenirs, gifts, etc.).

Many authors (R.I. Zhukovskaya, A.A. Antsifirova, V.M. Ivanova) explored the possibilities of role-playing games in the formation of children’s ideas about the family, its members, and their relationships. It is known that games on family and household themes are the most common throughout preschool age. But, as special studies have revealed, they are characterized by poverty and monotony of content. Often the “mom - dad” line develops in a negative way: “mom’s” commanding notes, her desire to command, to subjugate “dad.” Boys have little idea of what the role of “dad” is. When they go to “work”, they do not return to their “family”, being distracted by other games, etc. In order to enrich the content of family-themed games, such storylines as “A child was born in the family”, “Grandmother’s arrival”, “Grandfather’s anniversary”, “Family in the country”, etc. are effective. During such games, children’s ideas about the features of family life are clarified , about the interaction of generations, about leisure.

Recently, children have been involved in various forms of work that help them gain insight into their genealogical roots (for example, creating a three-generation family model). Of course, such work should be carried out in the family, but many parents do not understand its necessity and do not know how to approach it correctly. Therefore, the teacher shows the directions, possible forms of the child’s “journey” into the history of the family, and the parents continue it at home.

In the course of the joint work of the preschool institution and parents, children are brought to an initial awareness of the role of the family, the system of kinship relations, and determine their place as a member of the family. The moral result of such work is undoubted: a real opportunity is created to introduce children to the peculiarities of family relationships, to help them understand the need for a careful, caring attitude towards family members and, most importantly, to learn the basics of such an attitude. Children develop their first expectations regarding their future family.

Thus, it will be easier to convey to the child the very essence of the concept of “Family” if there is cooperation between kindergarten teachers and parents.

Chapter 2. Pedigree as a means of forming ideas about family in children of senior preschool age

2.1 Genealogy - the science of ancestry

The word “genealogy” became known in Rus' from Greek manuscripts already in the 11th century under the Grand Duke of Kiev Yaroslav the Wise, and was translated into Russian as “genealogy”. Over time, the concepts of “genealogy” and “pedigree” became intertwined with the events of Russian history, folk customs and traditions, becoming part of the traditional national culture. According to the modern interpretation, the word “genealogy” can be translated from Greek as “the study of origin.” The science of genealogy studies the problems of the origin and history of the births of persons of different social origins.

There are two main areas in genealogy: practical genealogy and genealogy - an auxiliary historical discipline. Each direction has its own characteristics, manifested in the goals and objectives of research, forms and methods of their implementation.

The first formalized genealogical news can be considered ethnogenetic legends, which are contained in any ancient epic, myths, and the Bible.

In traditional culture, genealogy has always had a sacred, sacred meaning. It is no coincidence that in the Middle Ages the word “genealogy” often meant fortune telling. Ancient myths, which reflect people's beliefs about the natural world around them, often use genealogies of gods to show the interconnectedness of natural phenomena.

The cult of the Family, the brownie, is associated with customs and rituals of deification of the ancestor-ancestor, the head of the family-tribal community, consisting of many generations of relatives, both living and dead. Knowledge of one's parents and ancestors was a necessary condition life and development of human society.

A pedigree can be represented as an image of a tree - a pedigree or family tree, which has a special symbolic meaning. The world or cosmic tree, the tree of life, the tree of knowledge embodies the model of the universe, widespread in the mythology of various peoples.

With the adoption of Christianity, the genealogy of Jesus Christ becomes the standard for compiling a genealogy. The meaning of the word “genealogy” - “origin” - made it possible to use the principles of creating a genealogy in order to clearly reflect theological or philosophical views.

This is the background of practical genealogy, its sublime meaning and sacred essence.

Special documents on the history of families - genealogical lists - appeared in Russia at the end of the 15th century. Since the 16th century, Russian genealogies have been kept systematically, from which genealogical books - genealogies - are compiled.

The fundamental difference between practical genealogy and genealogy, an auxiliary historical discipline, is that for practical genealogy, creating the history of a family or clan is the main goal of the study. Anyone who is interested in this can study practical genealogy, the history of their family and clan.

There are two aspects characteristic of practical genealogy, which are the defining functions and meanings of genealogy compilation:

1. Material (Related to the utilitarian purpose of drawing up a pedigree);

2. Spiritual (Follows from the sacred meaning of veneration and respect for ancestors).

Today, genealogy is understood as an auxiliary historical discipline that develops methods for researching sources on family history and studies them.

So, parents who have ideas about their ancestors are able to pass on to their child a whole storehouse of knowledge about previous generations, thereby giving the child the opportunity to be raised morally.

2.2 Essence and social functions traditions and customs

Traditions are firmly established forms of behavior of people and their relationships, inherited from previous generations and supported by the power of public opinion, or principles according to which universal human culture develops. When it comes to the family and household sphere, the word “custom” is more often used, which is oldest form storage and transmission from generation to generation of standard actions and behavior of people in certain typical circumstances and specific situations.

Traditions and customs, being included in the moral system, as well as in the system of social psychology, perform the function of a social regulator. The assimilation of traditions and customs contributes to the formation of socially necessary qualities, habits and skills in people social activities and behavior. Traditions and customs also perform cognitive and educational functions. Without performing these functions, they would largely lose their social meaning.

It is very important to take into account the peculiarities of family traditions and customs. Under the influence of growing material well-being and the development of technology, the tradition itself began to fade away.

Thus, some family traditions and customs, despite significant social changes in our lives, need to be preserved and improved, because they largely express the folk ideal of those human qualities, the formation and presence of which presupposes family happiness and a favorable family microclimate and human well-being in general.

2.3 Familiarization of older preschoolers with their ancestry in a family and kindergarten setting

According to the approximate basic general education program “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva is supposed to form in children of the sixth year of life an interest in their ancestry. The stages of work in this direction can be presented as follows:

1. Mastery by preschool teachers of the basics of drawing up a pedigree;

2. Work with parents: development of consultations with recommendations for drawing up a pedigree; creating sketches of the pedigree;

3. Implementation of family projects;

4. Classes with children, conversations between the teacher and older preschoolers outside of class.

The program in the educational field “Socialization” offers solutions to the following tasks in the formation of family affiliation:

Expand children's understanding of family history in the context of the history of their native country (the role of each generation in different periods of the country's history);

Tell children about the military awards of their grandparents and parents.

Introducing preschoolers to the family as a phenomenon of social life provides a wide field of activity for a variety of projects based on close interaction with the families of the pupils.

It is important to draw the attention of parents and family members of pupils to the fact that drawing up a pedigree serves to unite family members and creates a favorable emotional atmosphere necessary for the normal development of the child. Studying the history of your family helps to develop pride in belonging to your family, your surname, and the desire to become successors best qualities their ancestors. In preschool childhood, the foundations are laid for the formation of a sense of responsibility to the memory of one’s ancestors, which has significant pedagogical significance and carries enormous moral potential for the further development of the child.

Work on compiling your pedigree in kindergarten is also necessary to ensure continuity with school education, since the subject programs “ The world" For primary school contain tasks to familiarize children with genealogy.

Since the project involves joint activities of children and parents, it is necessary to take into account the age and psychological characteristics of preschoolers. It is unlikely that a child will be interested in boring rectangles or ovals - an attractive image is needed.

Experience has shown that family projects, unfortunately, are not enough to familiarize children aged 5-7 years with genealogy. Despite all their value and significance for the intellectual and moral development of the child, the projects only create the necessary basis, mandatory conditions for subsequent work in a preschool educational institution, and ensure continuity in education between the family and the kindergarten.

In general, the work of compiling a pedigree in kindergarten consists of two stages. In the senior group, the first stage is carried out, which involves the joint activity of the child and his relatives in the context of family education with the active support of a preschool educational institution. At the second stage, in the preparatory group for school, the child performs creative work- independently creates the image of his family.

Chapter 3. Development and implementation of an educational project to develop ideas about family in children of senior preschool age

The development and implementation of the educational project was carried out on the basis of the National Preschool Educational Institution “Kindergarten No. 195 of JSC Russian Railways” in the city of Krasnoyarsk.

Number of children - 20 people.

Product: pedigree exhibition “My Family”.

Goal: development and implementation of an educational project to develop ideas about family in children of senior preschool age.

Deepen children’s understanding of their family and its history;

Develop children's understanding of their responsibilities at home;

To develop the child’s awareness of his place in society;

Cultivate a respectful attitude in children towards family and friends.

Motivational stage. The teacher draws the children’s attention to the reproductions depicted on the interactive board (A. Van Dyck “Family Portrait”, Y. Kolokolnikov-Voronin “Self-Portrait with Wife and Son”, Y. Kugach “On Saturday”, Z. Serebrennikova “Self-Portrait with Daughters”, I. Khomutov “Family”).

The teacher asks: “What unites all these pictures? Who is depicted in these paintings? Why did you decide that the paintings depict families, since the paintings are all so different? What do you think a family is?”

Creative stage

After listening to the children’s answers, the teacher suggests making an exhibition “My Family”, which will consist of genealogies made together with the parents (Appendix 4).

At the first stage, an input diagnostic of knowledge and ideas about the family, developed by E.K., was carried out. Rivina (Appendix 1). According to the diagnostic results, out of 20 children surveyed, 2 children have a low level of knowledge and ideas about the family - 4%, 8 children - 46% have an average level, 10 children - 50% have a high level (Appendix 2).

At the second stage, the actual implementation of the educational project took place.

Over the course of two weeks, work was carried out to deepen children’s understanding of their family and its history, as well as to cultivate children’s respectful attitude towards family and friends.

During this time, the project was implemented in such areas as: direct educational activities, educational activities in special situations, organization of a developmental environment for children’s independent activities and interaction with the families of pupils.

In this type of direct educational activity, such as the development of speech under the topic “TV show about family,” the goal of developing ideas about the family as people who live together, love each other, and care about each other was achieved. And also in direct educational activities in the field of artistic creativity, drawing “The Image of My Family,” the following tasks were solved: to consolidate ideas about family relationships, to develop visual creativity, to cultivate love for one’s family (Appendix 5).

During the implementation of the project, there was close interaction with the families of the pupils in such areas of work as: creating models of “Our Yard”, introducing proverbs and sayings about the family into the parent’s corner, making genealogies of their families jointly with the children, advising on the compilation of pedigrees, and so on. the participation of parents in the final event - the opening of the pedigree exhibition “My Family”.

The implementation of the project would not be of high quality if regular educational activities were not carried out at special moments, namely: didactic and role-playing games, conversations (individual and frontal forms of organization), reading fiction, as well as game training.

At the third stage, a final diagnosis of knowledge and ideas about the family was also carried out according to the method of E.K. Rivina. According to its results, it was revealed that out of 20 diagnosed children with a low level of knowledge and ideas about the family were not identified, 5 children had an average level - 25%, 15 children - 75% had a high level. (Appendix 3).

Conclusion

A family is a special kind of collective that plays a major, long-term and most important role in raising children. Trust and fear, confidence and timidity, calm and anxiety, cordiality and warmth in communication as opposed to alienation and coldness - a person acquires all these qualities in the family. The family is the most important institution for the upbringing and socialization of a child.

At one time A.S. Makarenko wrote about it this way: “Your own behavior is the most decisive thing. Do not think that you are raising a child only when you talk to him or teach him or order him. You raise him at every moment of your life, even when you are not at home.”

In preschool educational institutions, work is being done to form a positive image of the family in preschool children, which is reflected in the educational programs of preschool educational institutions. In the course of educational work, preschoolers become acquainted with the essence of the concept of “family”, their understanding of its history is deepened, knowledge is formed about where their parents work, how important their work is for society, and children are involved in performing constant duties around the house.

The moral result of such work is obvious: a real opportunity is created to introduce preschoolers to the peculiarities of family relationships, to help them understand the need for a careful, caring attitude towards family members.

preschool educational institution great attention pay attention to the cooperation of the teacher with the family, which is carried out in various areas, including the participation of parents in joint activities with children, as well as assisting parents in developing their pedagogical knowledge and the ability to effectively use this knowledge in raising children.

Reflection. In the relatively short time the project has been implemented, the level of development of a positive family image among children has increased significantly. This can be seen from the results of the joint activities of children’s teachers and parents:

1. Children know their roots better, they have a good idea of what clan, pedigree, and family are;

2. In their speech they began to use phrases such as “ cozy home”, “home”, “my relatives”, etc.;

3. In the process of working on the project, the families of the pupils, as well as the features of family education, were studied in more detail;

As the project progressed, some difficulties arose: there are single-parent families in the group, some children do not have a mother or father, they know nothing about them.

The implementation of the project contributed to the active unity of the children's team and the team of parents. Parents received a lot of recommendations on drawing up pedigrees and realized the importance of this work. They gained pride in their ancestors, a desire to be no worse, and responsibility towards them and their children. The children have expanded their horizons. They developed an interest in family history, family traditions, and pedigree. The work also contributed to instilling a sense of pride in the family, love and respect for parents.

preschooler pedigree family genealogy

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Annex 1

Diagnostics of children’s knowledge and ideas about the family (E.K. Rivina)

Tasks for children:

1. Using visual material (a card depicting an ideal family model), name the words denoting kinship and explain family relationships.

2. Based on visual material, try to answer the question: “What is a family?”

3. Talk about your family members, name the names and patronymics of adults (father, mother, grandparents), brothers and sisters.

During individual conversations, as well as observations during educational activities and games, I draw attention to the children’s interest in family traditions and the professions of their relatives.

Situations for discussion. How can you please your family: on ordinary days, in everyday life; on a holiday; when one of your family members is unwell or upset about something.

Criteria for evaluation

	Criteria
	Confidently says his first and last name, names the first and patronymic names of his parents
	Knows and names the names and patronymics of his grandparents
	Shows interest in the history of his family and its traditions
	Names words denoting kinship: mother, father, parents, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, uncle, aunt, nephew, niece, cousin, cousin
	Understands family relationships: parents, children, mother, father, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, husband, wife
	Shows emotional responsiveness to the state of loved ones, can regret, sympathize
	Knows that the family has household responsibilities. Knows what it takes to help adults
	Shows his concern for family and friends by helping them and performing his household duties
	Shows interest in the professional activities of his parents
	Tries to please elders with his good deeds
	Has a basic understanding of what family is

Approximate assessment levels


Below the average

Approximate characteristics of knowledge levels

Below the average:

Gives his first and last name, his parents’ first and patronymic names. Knows and names words denoting kinship: mother, father, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, husband, wife. May exhibit emotional responsiveness; has ideas that adults need help. Understands some family relationships.

Confidently says his first and last name. Knows the names and patronymics of his parents. Says the names of grandparents. Names words denoting kinship: mother, father, parents, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, uncle, aunt, nephew, niece. Understands family relationships: parents, mother, father, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, husband, wife. Understands that grandparents are mom and dad's parents. Shows emotional responsiveness to the state of loved ones, can regret, sympathize; shows care, helps them, and performs household duties.

Confidently states his first and last name, the first and patronymic names of his parents and grandparents. Names words denoting kinship: mother, father, parents, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, uncle, aunt, nephew, niece, cousin, first cousin. Understands family relationships: parents, children, mother, father, grandmother, grandfather, brother, sister, son, daughter, grandson, granddaughter, husband, wife. Understands that grandparents are the parents of mom or dad, and an uncle or aunt is the brother or sister of his parents. Shows emotional responsiveness to the state of loved ones, can regret and sympathize. Has the idea that everyone in the family has household responsibilities. Shows his concern for family and friends by helping them and performing his household duties. He tries to please his elders with his good deeds. Shows interest in the history of his family and its traditions. Shows interest in the professional activities of his parents. Has a basic understanding of what a family is (a family unites relatives: parents and children, grandparents, brothers and sisters).

Appendix 2

Results of input diagnostics of children’s knowledge and ideas about the family

Appendix 3

Results of the final diagnostics of children’s knowledge and ideas about the family

Appendix 4

Scenario of the final event “Pedigree Exhibition “My Family”

Venue: reception room of the senior group “Fidgets”.

Dates: 05/23/2014

Goal: introducing children and parents to family values.

Additional exhibition design: musical accompaniment (background) - selection of works of classical music

Equipment: pedigrees of the pupils' families, phonograms of the songs "Letka-Enka" (music by R. Lekhtin, arrangement by L. Polonsky), Twist (music from the film "Prisoner of the Caucasus" "Song about Bears" by L. Derbenev, music . Al. Zatsepina), “Macarena” (a medley of corresponding melodies), “Dance of the Ducklings”

Progress of the event:

The teacher invites the children to sit on chairs arranged in a semicircle, and the parents to sit behind the children as invited guests. In front of the children is a table with family trees on it. The teacher reads a poem:

Family is happiness, love and luck, Family is a summer trip to the country. Family is a holiday, family dates, gifts, shopping, pleasant spending. The birth of children, the first step, the first babble, Dreams of good things, excitement, trepidation. Family is work, taking care of each other, Family is a lot of homework. Family is important! Family is difficult! But it is impossible to live happily alone! Always be together, take care of love, drive away grievances and quarrels, We want your friends to say about you: How good your family is!

Educator: For a long time, home and family have always been talked about with love and respect. Legends, fairy tales, proverbs and sayings about family have come down to us from ancient times. I propose to conduct a quiz and test your knowledge, whether you remember well what we read about, talked about and played. The tasks are very simple: you need to answer my questions quickly and without errors. The answer is given by the one who raises his hand first.

Name words that are close in meaning to the word “genus”. (Kinfolk, homeland, relatives, born, parents, relatives).

Name a fairy tale that tells about a large family where seven children did not obey their mother and got into trouble. ("The wolf and the seven Young goats").

Who are the ancestors? (People, relatives who lived long before our birth, are older than our great-grandparents).

What is the name of the fairy tale in which the girl went to visit her sick grandmother, but on the way she talked to a stranger and because of this she got into trouble? ("Little Red Riding Hood").

What is the name of the fairy tale in which, thanks to the friendly work of the whole family, a large harvest was harvested? (“Turnip”).

Grandmother, beloved, caring, sweet. She and I don't know boredom. She calls us...grandchildren.

He is friends with my dad, his name is Gennady. He calls me nephew, I call him...uncle.

What is a genus? (all relatives having the same surname, the same common ancestor).

Dad calls him dad, he is strict and a little gray. He checkmates me in chess. My beloved and kind…grandfather.

She is old, wears glasses, and cooks; She's my mom's mom. Who is she to me? (Granny)

If Kolya has a sister, then his sister has a brother.

How can you call your mother differently? (Mommy, mummy, mummy, mother, mummy).

Educator: Name proverbs and sayings about family (Parents can help)

It's warm in the sun, good in mother's presence.

The mother feeds her children like the earth does people.

Good children are the crown of the house, and evil children are the end of the house.

A tree is held together by its roots, and a man is held together by his family.

The whole family is together, and the soul is in place.

The family is in a heap, not even a cloud is scary.

To cherish your family is to be happy.

...

Formation of children's ideas about family. Peculiarities of family perception by older preschoolers

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