Positive and negative sides of education. Difficult children

Good parents raise good children. What is it - good parents. Future parents think that they can become such by studying special literature or mastering special methods of education, but knowledge alone is not enough.

Is it possible to call good those parents who never doubt, are always sure that they are right, always know exactly what the child needs and what he can do, who claim that at any moment of time they know how to do the right thing, and can foresee with absolute accuracy not only the behavior of their own children in various situations, but also their future life? Is it possible to call good those parents who arrive in constant anxious doubts, get lost every time they encounter something new in the behavior of the child, do not know whether it is possible to punish, and if they resorted to punishment for a misconduct, they immediately believe that were wrong? Parents constitute the first social environment of the child. Parents' personalities play a significant role in the life of every person. It is no coincidence that we mentally turn to parents, especially mothers, in a difficult moment of life.

That is why the first and main task of parents is to create confidence in the child that he is loved and taken care of. Never, under any circumstances, should a child have doubts about parental love.

Deep constant psychological contact with the child is a universal requirement for education. The basis for maintaining contact is a sincere interest in everything that happens in the child's life. Contact can never arise by itself, it must be built even with a baby. When we talk about mutual understanding, emotional contact between children and parents, we mean a certain dialogue, the interaction of a child and an adult with each other. It is when the child participates in the common life of the family, sharing all its goals and plans, that the usual unanimity of upbringing disappears, giving way to a genuine dialogue. The most essential characteristic of dialogic educative communication is to establish equality between the positions of the child and the adult.

In addition to the dialogue, in order to instill in the child a sense of parental love, it is necessary to perform one more extremely important rule. In psychological language, this side of communication between children and parents is called child acceptance. What does it mean? Acceptance is understood as the recognition of the child's right to his inherent individuality, dissimilarity to others, including dissimilarity to his parents. To accept a child means to affirm the unique existence of this particular person, with all his characteristic qualities. Negative assessments of the child's personality and inherent qualities of character should be categorically abandoned.

1) Control over the negative parental assessments of the child is also necessary because very often parental condemnation is based on dissatisfaction with one's own behavior, irritability or fatigue that arose for completely different reasons.

2) The independence of the child. The bond between parent and child is one of the strongest human bonds. If children, growing up, increasingly acquire a desire to distance this connection, parents try to keep it as long as possible.

The solution of this problem, in other words, the provision of a certain measure of independence to the child, is regulated, first of all, by the age of the child. At the same time, much depends on the personality of the parents, on the style of their attitude towards the child. It is known that families differ greatly in the degree of freedom and independence afforded to children.

The distance that has become predominant in the relationship with the child in the family directly depends on what place the activity of education occupies in the whole complex, ambiguous, sometimes internally contradictory system of various motives for the behavior of an adult. Therefore, it is worth realizing what place in the parent's own motivational system will take the activity of raising an unborn child.

A person as a social being has a peculiar form of orientation - a focus on the mental appearance of another person. The need for "guides" in the emotional mood of other people is called the need for emotional contact.

The satisfaction of the need for the meaning of life can be caring for a child. As a result, the parent receives the required sense of his need, and every manifestation of the son's independence is pursued with amazing persistence. The harm of such self-sacrifice for the child is obvious.

For some parents, the upbringing of a child is motivated by the so-called achievement motivation. The purpose of education is to achieve what parents failed due to lack of necessary conditions, or because they themselves were not capable and persistent enough. Such parental behavior, unconsciously for the parents themselves, acquires elements of egoism: we want to shape the child in our own image, because he is the continuer of our life. .

But the child can also rebel against demands that are alien to him, thereby causing disappointment of parents due to unfulfilled hopes, and as a result, deep conflicts arise in the relationship between the child and parents.

There are families where the goals of education are, as it were, moved away from the child himself and directed not so much towards him, but towards the implementation of the system of education recognized by the parents. Some parents follow the ideas of the Nikitin family's upbringing, advocating the need for early intellectual learning, or the call: "Swim before you walk"; in other families, an atmosphere of complete forgiveness and permissiveness reigns, which, according to parents, implements the Spockean model of education, forgetting that it is not a child for education, but education for a child.

Education as the formation of certain qualities. In these cases, the parent organizes his upbringing in such a way that the child is necessarily endowed with this "especially valuable" quality. For example, parents are confident that their son or daughter must be kind, erudite and courageous. In cases where the values ​​of parents begin to conflict either with the age characteristics of the child's development, or with the individual characteristics inherent in him, the problem of independence becomes especially obvious.

Candidate of Pedagogical Sciences Alexei ENIN talks about the possibilities of provocative pedagogy

One of the typical pedagogical mistakes is an attempt to raise children exclusively on positive examples and socially approved actions. At first glance, there is nothing dangerous in this, since such a practice orients the child to imitate certain positive models. What is wrong if the child begins to identify himself with the ideal image offered to him? But not everything is so simple...

Where do negative qualities go?

The problem is that in addition to positive traits, each of us also has negative qualities that cause corresponding desires and stimulate certain behavior. And the reaction of adults, including teachers, often comes down to prohibitions and moralizing. As a result, for many children there is a conflict between the idealized self-image and real aspirations. The consequences of such a conflict are: a decrease in self-esteem, internal confusion, increased irritability and other negative experiences. In the longer term, this can lead to problems in the development of the child, for example, in the development emotional sphere. It also happens that a child rejects a positive model of behavior and turns to other antisocial or even criminal models. In general, the loss of connection with the negative part of yourself is fraught with very unpleasant consequences. How to be? This is where provocative pedagogy comes to the aid of the teacher.

Is it necessary to move the border of what is permitted?

At the heart of provocative pedagogy is a challenge to the pupil, prompting him to take certain actions in the direction of his own development. Often this challenge is associated with a proposal to do something that goes beyond the boundaries of stereotypical ideas about what is acceptable and forbidden, right and wrong, encouraged and punished. That is, children are allowed and offered something that, logically, should not be encouraged by adults. The standard norms and boundaries seem to be shifting, and the child is given the opportunity to decide for himself: how far he should go in following the new “anti-pedagogical” attitudes and principles. In extracurricular work for this purpose, the technique of role-playing or simulation games can be used. For example, the game "Day of nasty things", in which the guys are allowed to do "dirty things" to each other, or "Day of Sloth", where children have only one duty - "doing nothing". As a rule, living such a “negative experience” causes a backlash in children: a desire to act contrary to the “negative” instructions of adults. On this effect, in fact, the calculation in provocative pedagogy is based. Agree, it is one thing when moral norms of behavior are introduced by adults, and quite another when children come to them themselves. In the latter case, ideal positive traits are no longer perceived by the child as imposed from outside; there is an awareness of their necessity, and the person himself begins to feel real freedom and responsibility.
In addition, the methods of a provocative teacher allow the children, as they say, to “let off steam”, to realize some of their negative desires in a “soft” and safe form for others.
But that's not all. In culture, provocativeness acts as one of the mechanisms for "working out uncertainty". That is, such a loosening of cultural and personal stereotypes, which leads to change, renewal, development of both individuals and society as a whole. How does such “looseness” manifest itself in the practice of provocative pedagogy? For example, a child's attitude to certain things changes, he begins to understand that some qualities that he previously considered negative should not be assessed so unambiguously. That it is possible to find ways that will make it possible to turn the potential of “negative” desires and interests “into positive”. Thus, provocative methods release latent energy in the child, activating and strengthening the resources of his self-development. And at the same time they help to integrate the positive and “negative” aspects of the personality into a holistic, adequate and positive self-image.
As you can see, provocative pedagogy has enormous potential that should be used. But!..

Maybe it's better to abstain?

In conclusion, it is necessary to say about the limitations in the application of methods of provocative pedagogy. First of all, it should be noted that provocative methods are a double-edged tool. Illiterate handling of it can lead to the exact opposite effect.
Therefore, these methods can only be used by those teachers who are familiar with the basics of psychology and have the skills to apply gaming techniques. At the same time, the teacher should be guided by the principle of openness in communicating with the children, as well as the principle of "pedagogical participation". That is, the teacher must himself participate in the games, setting a certain “style” of going beyond the boundaries of the usual norms.
And of course, the degree of trust that has been established between the teacher and other participants in the gaming process is of paramount importance. It is also important to understand that some children feel extremely uncomfortable in a provocative environment. Therefore, participation in such games should be purely voluntary - only at the request of the child.

Prepared by Anatoly VITKOVSKY

The purpose of the course work is to study the essence of home education and its problems.
The object of study is the modern family.
The subject is the problems of home education of children.
Tasks:

Introduction 3
1. Theoretical aspects of studying the problems of home education of children in modern conditions
1.1 Home education of the child. Concept, essence 6
1.2 Pros and cons of home education 14
1.3 Problems of home education today 21
Conclusion 31
References 33

The work contains 1 file

Introduction

The family is the most complex subsystem of society, performing a variety of social functions. This is a small social group based on marriage and (or) consanguinity, whose members are united by cohabitation and housekeeping, emotional connection and mutual responsibilities towards each other.

The problems of family education, interaction between school and family in the upbringing of children have been the subject of study by many teachers. So, V.A. Sukhomlinsky, creating the humanistic educational system of the Pavlysh secondary school, proceeded from the recognition of the enormous role of the family in the education of students. “The subtlety of a person’s sensation, emotional susceptibility, impressionability, sensitivity, sensitivity, empathy, penetration into the spiritual world of another person - all this is comprehended, first of all, in the family, in relationships with relatives,” V.A. Sukhomlinsky. "Be the educators of your child's mind, teach him to think," he advised parents.

To date, the region family education less studied in comparison with public education. This is due to a number of reasons.

1. For many years, a state policy was implemented in our country, focused mainly on public education, which belittled the role of the family as a social institution, made the study of the theory and practice of family education of little relevance.

2. The family, being one of the most complex formations in the history of mankind, has many interrelated areas of its activity (functions), therefore, it is impossible to study the features of family education autonomously, within the framework of one pedagogy: an interdisciplinary integrated approach is needed.

3. Family life and home education are complex subjects of scientific research, since they often represent a "secret with seven seals" into which people are reluctant to let outsiders, including researchers.

4. The study of the family requires the development and application, along with traditional methods, of other methods than those that are actively and quite effectively used in pedagogy when studying the educational process in kindergarten, school, college, university.

Family upbringing has always been defined as home (sometimes home-family). At the same time, it is taken into account that home education can be carried out by family members, as well as by specially invited, sometimes professionally trained persons for educational activities (nanny, bonna, tutor, etc.). In modern conditions, home education is supplemented by public education: children attend a preschool institution, a studio, an art school, a sports section, etc.

At one time, Johann Heinrich Pestalozzi noted that the family teaches life with the help of a living, vital, and not invented, surrogative deed, teaches by deed, not by word. And the word in family education, according to the great teacher, is only an addition, and, falling on the soil plowed up by life, it produces a completely different impression than when it sounds from the lips of a teacher.

Thus, in every family, as the well-known Russian psychologist A.V. Petrovsky, develops its own, individual educational system. Of course, in a significant part of modern families, the educational system is not as scientific as in a preschool institution, school, it is more based on everyday ideas about the child, means and methods of influencing him. In families where they are concerned about the upbringing of children, their future, the upbringing system is analyzed, evaluated, which makes it hard-won, emotionally colored. The system of family education can be harmonious and orderly, but this is provided that parents have a specific goal of education, carry it out using methods and means of education that take into account the characteristics of the child and the prospects for his development.

A different system of home education is taking shape in a family where adults do not bother themselves with serious thoughts about the fate of the child, do not create conditions for his full development. Ignoring the interests of the child, satisfying only his most necessary needs, granting him unlimited freedom - these are also signs of a home education system, but a careless, conniving, cruel system in relation to little child, for the full development of which love, support, care, reasonable help from adults, especially people close to him, are needed.

The purpose of the course work is to study the essence of home education and its problems.

The object of study is the modern family.

The subject is the problems of home education of children.

1. To study the scientific and theoretical literature on the topic of the course work;
2. Define the concept and essence of home education;
3. Consider the positive and negative aspects of home education;
4. To study the problems of home education of children at the present stage.

1. Theoretical aspects of studying the problems of home education of children in modern conditions

1.1 Home education of the child. Concept, essence

A family is a socio-pedagogical group of people designed to optimally meet the needs for self-preservation (procreation) and self-affirmation (self-respect) of each of its members. The family creates in a person the concept of home not as a room where he lives, but as feelings, sensations of a place where he is expected, loved, understood, protected. The family is such an education that “encompasses” a person as a whole in all its manifestations. All personal qualities can be formed in the family. The fateful significance of the family in the development of the personality of a growing person is well known.

Family upbringing is a system of upbringing and education that develops in the conditions of a particular family by the efforts of parents and relatives.

Family education is a complex system. It is influenced by heredity and biological (natural) health of children and parents, material and economic security, social status, lifestyle, number of family members, place of residence of the family (place at home), attitude towards the child. The ideal of upbringing is the versatile upbringing of children, which is carried out both in the family and in public educational institutions. But each of these social institutions has certain advantages in educating children of certain properties, personality traits, shaping ways of behavior and activity. The family, being the first educational environment in a child's life, takes on the main work, providing one or another level of development. Studies show that the most favorable opportunities are created in the family for strengthening the health of the child, developing his physical qualities, moral feelings, habits and motives of behavior, intelligence, familiarization with culture in the broadest sense of the word.

Raising a healthy child is one of the most important tasks of a family. From the course of preschool pedagogy, you know about the close relationship between physical and mental development child, that full-fledged physical development is a kind of foundation on which the framework of the personality is “built”. Meanwhile, recent statistics show the trouble physical development and health of children and adolescents. The concept of "deceleration" is becoming more and more active in the professional vocabulary, meaning that the generation of modern children has lower rates of physical development than their peers 10-15 years ago.

It would seem that modern spouses should feel a special responsibility for the health of the unborn child. In fact, this is far from the case. Very few young people who intend to marry and who are worried about the physical well-being of future heirs turn to the services of specialists in the medical genetic service. And this well-being may turn out to be illusory, given the burden of hereditary and other diseases that the spouses are burdened with, the peculiarities of their lifestyle, adherence to some, to put it mildly, bad habits (alcohol, smoking, drug addiction). As a result, a significant proportion of newborns are born with various deviations in physical, and often mental development. Add to this the unfavorable ecological situation that has developed in many regions of the country, the economic difficulties experienced by a significant part of families, and it will become clear to you why today, more than ever, it is important to focus on the tasks of physical education of children. Meanwhile, in many families it is this area of ​​upbringing that is “relegated” to the last plan. No, parents are very concerned about the health of the child, especially when he is often sick, but they do not make special efforts to strengthen it, prevent diseases, all the more so they pay insufficient attention to the development of movements, physical (motor) qualities, cultural and hygienic skills, familiarization with sports.

Since raising a healthy child contains many aspects, let us recall the most important ones for a modern family. Of particular note is the connection between the protection of the health of the child and hygienic education. It begins with the creation of hygiene-compliant conditions for raising a child (cleanliness and order in the apartment, especially in the kitchen, in the children's room; children's furniture adapted to his growth; individual bedding and hygiene items, dishes; clothes made of natural materials selected according to the weather, etc.). An important responsibility of parents is to educate children in the habit of washing their hands (before eating, after walking, going to the toilet), brushing their teeth thoroughly in the morning (after breakfast) and in the evening; take a shower every day; use a handkerchief as needed; make the bed, take care of your clothes.

The true concern of parents for full physical and mental health is the key to a rational daily regimen, which provides enough time for good sleep (night and daytime), walks in the fresh air (at least 4 hours), hours of eating, games. It is necessary to avoid violations of the usual regime on holidays and weekends, when the child has a lot of impressions, he gets tired, as a result of which he especially needs rest, quiet activities.

The growth, development of the child, the prevention of many diseases directly depend on a balanced diet: sufficient, benign, varied, with the necessary amount of vitamins.

Currently, many families around the world, including in our country, where children are simply malnourished, drink poor-quality water, which leads to pronounced malnutrition (lack of weight). To solve this problem, only the desire and efforts of parents are not enough: serious socio-economic measures are needed.

Based on the knowledge acquired in the study of natural science subjects, formulate the requirements for the organization of rational nutrition of the child in the family. Explain the reasons why these requirements are often violated in modern families.

One of the means of increasing the body's defenses is hardening. It is known that by the time a child is born, his physiological mechanisms are not fully formed, therefore, he has a higher heat transfer than older children and adults, which can lead to faster hypothermia or overheating.

Preschool age, according to A.N. Leontiev, represents the period of "initial actual folding" of the personality. It is during these years that the formation of the main personal mechanisms and formations takes place. The core of the personality is the moral position of a person, in the formation of which the decisive role belongs to the family.

It is known that throughout the centuries-old history, mankind has developed morality, i.e. a set of norms, requirements, prohibitions, rules of conduct and interpersonal communication imposed by society on each of its members. The pedagogical function of morality is that with its help children master the complex world of social relations.

The child begins to join the moral values ​​of humanity and a particular society with early age in the process of interaction with family members who make up the first reference group in his life (A.V. Petrovsky). The reference group is the most significant for the child in comparison with the rest, he accepts precisely its values, moral norms and forms of behavior. It is the family that lays the foundation for the formation of the moral position of the child due to the constancy, duration, emotional coloring of educational influences, their diversity, and the timely use of the reinforcement mechanism. Therefore, all deviations in the family moral education a child can seriously complicate his future life when he encounters other moral values ​​and requirements - in kindergarten, school, in life.

Advantages and disadvantages of education in the preschool educational institution and in the family.

For a long time there has been a dispute about what is more important in the formation of a person: family or public education (kindergarten, school, other educational institutions). Some great teachers leaned in favor of the family, others gave the palm to public institutions. So, Ya. A. Comenius called the maternal school the sequence and amount of knowledge that the child receives from the hands and lips of the mother. Mother's lessons - without changes in the schedule, without days off and holidays. The more imaginative and meaningful the child's life becomes, the wider the range of maternal concerns. The humanist teacher I. G. Pestalozzi: the family is a true organ of education, it teaches by deed, and the living word only complements and, falling on the soil plowed up by life, it produces a completely different impression. In contrast, the utopian socialist Robert Owen considered the family one of the evils on the way to the formation of a new person. His idea of ​​the need for exclusively social education of a child from an early age was actively embodied in our country with the simultaneous relegation of the family to the position of a "cell" with "backward" traditions and customs. For many years, word and deed emphasized the leading role of public education in shaping the personality of the child. After the establishment of Soviet power in Russia, preschool education became a matter of national importance. Kindergartens and nurseries were created throughout the country with the aim of educating members of a socialist society - a society of a new type. If before the revolution the main goal preschool education was the harmonious development of the child, then after it his goal was to form, first of all, a citizen of the Soviet state. In this regard, the attitude of the leaders of preschool education to the concept of "free education" is indicative, according to which education should encourage the natural, spontaneous development of the child, not imposed from the outside, in which the main role belongs to the family. For example, D. A. Lazurkina called for the fight against "free education", and education in preschool institutions began to be seen as a means of compensating for the shortcomings of family education, and often even as a means of destroying the previously existing family institution, a means of combating " old family”, which was considered as a hindrance or even an enemy of correct, i.e., public education. Ideas of this kind were further developed in the works of A. S. Makarenko: “Families are good and bad. We cannot vouch for the fact that the family can educate as it wants. We must organize family education, and the organizing principle must be the school as a representative of state education. The school should lead the family.” Makarenko urged teaching staff to study the life of children in the family in order to improve their life and upbringing, as well as influence on parents. At the same time, family education had to play a subordinate role, depend on the “order of society”. In various laboratories of the Scientific Research Institute of the Academy of Sciences of the USSR, the problems of development and education of children of early and preschool age, paid attention to the study of issues of family education of preschool children. The researchers concluded that none of these could be successfully addressed by the kindergarten without the cooperation of the family. Although these social institutions have common goals and objectives, the content and methods of raising and educating children are specific in each of them. Here is a diagram developed by E. P. Arnautova and V. M. Ivanova, which discusses the shortcomings and positive aspects of public and family education.

Disadvantages and positive

aspects of social and family education

Deeper changes in the interaction between the family and the preschool institution occurred in the 1990s. This was due to the education reform, which also affected the system of preschool education. The change in state policy in the field of education entailed the recognition of the positive role of the family in the upbringing of children and the need to interact with it. Thus, the Law of the Russian Federation "On Education" states that "the state policy in the field of preschool education is based on the following principles: the humanistic nature of education, the priority of universal human values, human life and health, the free development of the individual, the education of citizenship, diligence, respect for the rights and human freedoms, love for the environment, Motherland, family”. In this Law, in contrast to the documents of previous years, respect for the family is recognized as one of the principles of education, i.e., the family turns from a means of pedagogical influence on the child into its goal. In the 90s, in accordance with the "Concept of Preschool Education" (1989), new approaches to cooperation with parents began to be developed, which are based on the relationship of two systems - a kindergarten and a family, a family community and a kindergarten (L. M. Klarina) . The essence of this approach is to combine the efforts of preschool institutions and the family for the development of the personality of both children and adults, taking into account the interests and characteristics of each member of the community, his rights and obligations. L. M. Klarina developed a whole complex of formation and development of content and organizational areas of the kindergarten and family community (children, parents, professionals), for example, the creation of a methodological room in kindergarten equipped with psychological and pedagogical literature for parents, a joint discussion with them of what they read with a view to the possible use of the knowledge acquired in this way in a kindergarten, opening on this basis a discussion club for professionals and parents, a library of children's literature that can be used both in kindergarten and in the family, organizing a sports section for children and parents, various interest clubs, etc.

Consultation on the topic "Advantages and disadvantages of education in a preschool educational institution and in the family"

Prepared by the teacher: Gaponenko E.V.

We found out that modern pedagogy is a system of scientific branches: early childhood pedagogy, preschool pedagogy, correctional, etc. One of the branches is family pedagogy.

All branches of pedagogical science that study a wide range of general and special problems, deeply reflecting the connections between the corresponding pedagogical phenomena, are “related” to each other. They are “kindred” by the subject that they study, namely: the essence of education, its deep internal mechanisms, the relationship with the development of the personality and the external conditions of its existence. But each of the branches of modern pedagogy studies the essence of education from its own specific point of view, taking into account the age and other characteristics of the educated, the specifics of the interaction between the subjects of the educational process. Depending on these features, the goals, content and construction of the educational process in a particular social institution differ: family or public.

To date, the field of family education is less studied than public education. This is due to a number of reasons.

1. For many years, a state policy was implemented in our country, focused mainly on public education, which belittled the role of the family as a social institution, made the study of the theory and practice of family education of little relevance.

2. The family, being one of the most complex formations in the history of mankind, has many interrelated areas of its activity (functions), therefore, it is impossible to study the features of family education autonomously, within the framework of one pedagogy: an interdisciplinary integrated approach is needed.

3. Family life and home education are complex subjects of scientific research, since they often represent a "secret with seven seals" into which people are reluctant to let outsiders, including researchers.

4. The study of the family requires the development and application, along with traditional methods, of other methods than those that are actively and quite effectively used in pedagogy when studying the educational process in kindergarten, school, college, university.

Family upbringing has always been defined as home (sometimes home-family). At the same time, it is taken into account that home education can be carried out by family members, as well as by specially invited, sometimes professionally trained persons for educational activities (nanny, bonna, tutor, etc.). In modern conditions, home education is supplemented by public education: children attend a preschool institution, a school, a walking group, a studio, an art school, a sports section, etc.

Two branches of education - in the family and in public institutions - developed in ancient times, are rooted in the history of mankind at the dawn of its existence. Both branches are ambiguous phenomena: they have much in common, but there are also important, fundamental differences. Thus, the tasks of upbringing in the conditions of the family and public educational institutions, being concrete historical, depending on the characteristics of a person’s life in society at a certain stage of its development, differ in the ratio of the emotional and rational components: the former prevails in the family, the latter dominates in public education. In other words, public education lacks the warmth and naturalness of the family; as M.M. Rubinshtein rightly noted, there is always a share of rationality and coldness in it.

Certain differences are observed in the goals, principles, and content of social and family education. In a preschool institution, school and other educational institutions, the goal is objective in nature, since it is subordinated to the “order” of society for the education of the members it needs. In a family, the goal of upbringing is distinguished by a certain subjectivity, because it expresses the ideas of a particular family about how it wants to raise its children. At the same time, the real and imaginary abilities of the child, other individual characteristics are taken into account.

Thus, the goals of family and social education may not coincide, and sometimes even contradict each other. It can rightfully be said that in a preschool institution, school, the goals, principles, content of education have a scientific basis, are “written out” in program documents, formulated for a particular educational institution, differentiated by age categories of pupils, while in a family are often unformulated, varying depending on a number of reasons.

Education methods , which are used in a kindergarten (or other educational institution) and a family, differ both in their set, and, most importantly, in content, and, consequently, in the psychological essence, the effectiveness of the impact on the child. In family methods of upbringing, there is no stamp of premeditation inherent in kindergarten, but there is more naturalness, appeal to a particular child who has his own life experience, certain habits, passions and interests. Thus, each family develops its own individual educational system. Of course, in a significant part of modern families, the educational system is not as scientific as in a preschool institution, school, it is more based on everyday ideas about the child, means and methods of influencing him.

The educational system of the family is formed empirically: it is constantly being tested in experience, it contains many pedagogical "finds", although it is often not without miscalculations and serious mistakes. In families where they are concerned about the upbringing of children, the upbringing system is analyzed and evaluated, which makes it hard-won, emotionally colored. The system of family education can be harmonious and orderly, but this is provided that parents have a specific goal of education, carry it out using methods and means of education that take into account the characteristics of the child and the prospects for his development.

A different system of home education is taking shape in a family where adults do not bother themselves with serious thoughts about the fate of the child, do not create conditions for his full development. Ignoring the interests of the child, satisfying only his most necessary needs, granting him unlimited freedom are also signs of a home education system, but a system of careless, condoning, cruel towards a small child, for the full development of which love, support, care, and reasonable help from adults are needed. especially those close to him.

Thus, we can conclude that public education, in comparison with family education, is more scientifically sound, purposeful, and systematic. However, this does not ensure the priority of public education in shaping the child's personality, especially in the first years of his life. Science and practice convince of the decisive role of the family in the development of the child. And the reason for this lies in the fundamental difference in the nature of the dominant relationship between the subjects of education in the family and institutions of public education.

In family education, the relationship of subjects (spouses, parents, children, grandparents, brothers, sisters, other relatives) is informal in nature, based on face-to-face contacts. In a family, as a rule, there is no rigidly defined system of vertical relationships, a strict power structure in which statuses and roles are prescribed in advance. The degree of closeness of contacts between members is aggravated by relations of kinship, love, affection, trust and responsibility for each other, it is distinguished by a wide range of manifestations, emotionality, and openness. Family for a child- the least restrictive, most gentle type of social environment.

Public education is carried out by society, the state and organizations created for this purpose (kindergartens, schools, etc.). Therefore, the relationship between the subjects of education in a public educational institution has an institutional-role character, i.e. largely determined by the functional responsibilities of the teacher, although it can be softened or, on the contrary, toughened depending on his personal qualities. However, the relationship "teacher-child", "teacher-children", "teacher-colleagues", "teacher-administration" is more fixed than the relationship between family members and a child in home education.

Here is a scheme developed by E.P. Arnautova and V.M. Ivanova, which discusses the shortcomings and positive aspects of public and family education (Table 1).

Based on the above table, it can be concluded that each of the social institutions has its own advantages and disadvantages. So, being brought up only in a family, receiving love and affection from its members, guardianship, care, a child, without entering into communication (contact) with peers, can grow up selfish, not adapted to the requirements of society, the environment.

Table 1

Comparison of public and family education

Thus, public and family education have a number of fundamental differences that must be taken into account in order to ensure their expedient interaction, complementarity in the real educational space.