The upbringing of a small person is a rather responsible and complex process in which everyone is involved: teachers, parents, society.

At all times, the problem of education was very acute, and specialists, parents, and public figures tried to solve it, developing recommendations and scientific works.

But even now no correct single solution has been found. After all, every baby is an individual with its own character: excitable or calm, assiduous or restless, so it is impossible to develop a single recipe for education. It is only possible, using general fundamental principles, to apply an individual approach to the child, consistent with his innate characteristics.

What is upbringing

In modern pedagogy, there are two semantic definitions of education: broad and narrow.

The concept of "education" in a broad sense is defined as a systematic, purposeful process of the joint impact of teachers and parents on both sides of a person, physical and spiritual, in such a way as to develop a personality, prepare for life in society and participation in all spheres of activity: cultural, industrial, social . In other words, education provides for the transfer of accumulated social experience and family traditions to the child.

At the same time, it is noted that one should not forget that the formation and development of personal characteristics is greatly influenced by the environment and the environment in which a person is outside the family and school.

The concept of "education" in the narrow sense includes the development, under the guidance of teachers and family members, of the character, moral and ethical position and positive qualities of the social behavior of a member of society.

Teen parenting

In the period from eleven to eighteen years, serious changes occur in the child's body: it makes him grow up physically. At the same time, it also affects the psycho-emotional state of children, they grow up.

In this regard, the upbringing of adolescents is a rather difficult task, which, unfortunately, not everyone is able to cope with: it requires a lot of patience, attention and understanding from the adult environment.

Changes in the child's psyche most often have the following features:

• reality is perceived as critically as possible;
• new, not always positive idols become role models;
• behavior is subject to frequent mood swings;
• one's own opinion is formed on various issues;
• depending on the upbringing and living environment, there may be a craving for crime, drug use, a persistent lack of appetite, and more.

But a serious problem of education does not arise with every teenager, and this is due not only to the individual innate qualities of the child. Of great importance in this is the previous upbringing and relationships between family members.

If the child had enough love, parental warmth, care and hugs, but at the same time the parents did not flow to his whims, then the child is unlikely to have the thought of engaging in criminal activity or forgetting himself.

Also, a big role is played by how confidentially and democratically the parents communicated with the baby. The closer the relationship was, the more likely it is that the teenager will continue to have it, which will allow him to share his experiences with his parents.

Therefore, when trying to answer the question of whether, one should not forget that this process begins long before the arrival of a problematic age. General recommendation to help parents - to become an example for a teenager.

The Importance of Family Education

Very often, children, with their behavior, make their parents fall into a stupor: they simply do not know what to do next. And one of these character traits of a child is hysteria.

Some try to solve the problem by shouting, while others use physical force. Only the result is usually zero, and in a similar situation everything repeats.

The most common cause of this behavior is problems family education, that is, the inconsistency and inconsistency of the actions of adults that directly affect the development of the baby. This can be expressed as follows:

• once they were allowed to do something, and the second time they were forbidden;
• a decrease in prestige;
• one family member allows you to turn on the TV loudly (stomping in puddles, jumping on the bed, not eating dinner, going to bed late, and so on), while the other does not.

This happens again because each member of the family grew up and was brought up in different conditions and developed its own principles and rules.

Thus, everyone tries to carry out the process of education in their own way, on their own. Nobody canceled a personal view of things here, but in order not to harm the baby, it is important for everyone to coordinate their actions without conflict: discuss points of view, develop common approaches, discuss situations.

Organization of the educational process

It has long been proven that the formation of a person's personality is directly dependent on relationships and upbringing in the family, which are the fundamental basis of all subsequent life. And the attitude of a person to various life situations will depend on the reliability and strength of this foundation.

Therefore, it is important to build relationships in such a way that the problems of family education come to naught, are resolved peacefully and have the least impact on the child.

The educational process is easiest in large families, since the attention of relatives is distributed evenly, and the elders look after the younger ones. In a large family, there is a natural adaptation to communication and life in a team, accustoming to care and friendship.

The composition and structure of the family are of paramount importance for the child. No grandparents can replace mom or dad. Therefore, special attention should be paid to the process of education in

When a child is aware of such a situation, it becomes painful, he can withdraw. It is important to protect the child from adult ambitions and conflicts and try to surround him with even more attention.

Patriotic education

A few years ago, due to various circumstances, there was a weakening of attention to patriotic work from the side of the state. As a result, less attention was paid to this issue in kindergartens, schools and universities.

But now the situation is changing, and the question of how to educate a patriotic personality becomes relevant again.

In pedagogy, patriotism is defined as the most important value, which is expressed not only in the historical, cultural and military-ideological aspects, but also as a spiritual, moral and social characteristic.

The implementation of the education of a patriot is facilitated by:

• experimental research work on the history of the war years;
• organization of school museums;
• involvement of children in work with veterans and more.

But the contradictions and at the same time the problems of patriotic education are manifested in the fact that, if one wishes to carry out this work educational establishments do not have enough conditions and opportunities for its implementation.

This concerns not only the material and technical base, but also the timely updating of methodological manuals, establishing contacts with families on these issues. There is also an acute shortage of trained specialists and the most extensive coverage of issues of patriotism by the media.

Actual problems of education

Modern pedagogy divides education into four types:

1. Dictatorship is the systematic suppression of dignity, personality and initiative by older children or adults. As a result - resistance, fears, lack of confidence and lowering self-esteem, unwillingness to do anything.
2. Non-intervention (inaction) - giving the child complete freedom. The problem of education according to this method is that detachment from the family, distrust and suspicion are developed.
3. Hyper-custody is the full provision of the child and at the same time protecting him from the difficulties that arise. Using this method, parents bring up self-centeredness, lack of independence, weakness in decision-making.
4. Cooperation is based on common interests, support, joint activities. This style leads to independence, equality, family unity.

Usually in families there is a clash of all styles, which is the main problem education.

To solve it, it is important to understand that you need to use all styles. But only their symbiosis, not confrontation, will make it possible to avoid even greater problems.

How to raise boys

Almost all parents of sons have a question about how to raise a boy as a decent and courageous person.

Many do not even suspect how important the care and love of the father, and not just the mother, is for the son. Men believe that they should not show such feelings, but in the meantime they relieve tension and allow relationships to be sincere.

In our age, full of events and crises, modern children, more than ever, need to communicate with their parents.

For a boy, it becomes a necessity to go to the park with dad, ride a bike, make a birdhouse, help mom, and you never know what other men's activities can be found! Communication with the older generation is also important. Such continuity will make it possible to transfer this style to your family in the future.

Also, for the development of the boy, classes in sports or tourist sections will be useful, which will strengthen not only and not so much health as character.

Raising a girl

It is no secret that the characteristics of the upbringing of boys and girls are somewhat different, and this is due not only to gender, but also to life tasks.

The girl tries in everything to be like her mother, who is an example for her daughter. From her, she learns to communicate with her husband, men and others, do housework, receive guests, celebrate holidays and much more. Therefore, it is important for a mother to monitor her manner of speaking and her actions.

Friends, relatives and acquaintances also influence the upbringing. It is important to emphasize in the eyes of the girl the dignity of people and the fact that the mother would like to see them with her daughter. She will definitely try to fulfill the desire of her mother.

The upbringing of teenagers requires special attention. It is necessary to try to unobtrusively be aware of the interests of the daughter at this age, to know the circle of her friends and acquaintances, in order, if necessary, to point out shortcomings and correct her attachments. To do this, you can draw the attention of the girl to the heroes of books or films.

Also important for the future hostess is needlework, household chores, cooking. From her mother, she can learn to take care of herself, style and taste in things.

A special role is given to the upbringing of the girl by the father, he must, like the mother, give her flowers, give her a hand, congratulate her on the holidays, say compliments and more. This will save the daughter in the future from fears and complexes of communication.

Theoretical foundations of education

The theory and methodology of education, although they are designed to solve the same problem, but they approach this by completely different methods.

The theory of education is divided into three main groups (the rest are their derivatives):

1. Biogenic. This direction is based on the fact that they are hereditary and almost not subject to change.
2. Sociogenic. It is argued that only social factors influence the development of personality.
3. Behavioral. It is believed that personality is skills and behavioral habits.

Apparently, the assertion that the truth is contained somewhere in the middle will be fair.

Methods and styles of education

Over the years of the existence of psychology and pedagogy, many styles and methods of education have been proposed, we will consider the most popular in more detail.

Modern children in Japan are brought up on the principles of division into time periods, in each of which a certain set of qualities develops. Up to five years, absolutely everything is allowed, and upon reaching this age and up to fifteen years, the child is placed in a strict framework, the violation of which causes family and social censure. After fifteen years, a person is considered old enough to communicate on an equal footing.

Since the sixties of the last century, the popularity that takes the early physical development of children as the basis for harmonious education has not diminished.

The equally used Waldor method for raising children is based on spiritual and creative development and the use of only natural materials.

The educational technique of Glenn Doman is considered a method of early development of babies and a recipe by which geniuses are brought up. The basis of this method is development from birth. The system requires a lot of time and self-discipline from parents, but in the end it gives amazing results.

The Maria Montessori Parenting Method is another widely used system. This method consists in encouraging the child to independent actions, analysis and correction of errors. In the game, he himself decides what and how much to do, and the functions of teachers are to help the child do everything himself.

The main thing for all directions is the systematic training and following one system, and not jumping according to different methods.

List actual problems education and ways to solve them in accordance with the content of the normative documents presented in the list of references.

Actual problems of education facing teachers today:

formation of civic responsibility and patriotism among schoolchildren;

formation of legal consciousness;

formation of spirituality and culture, tolerance;

the formation of initiative, independence, the ability to successfully socialize in society and actively adapt to the labor market.

in solving the problems of education, social problems are also found that cannot be ignored:

- the need for a high quality human resource for socio-economic development and the lack of effective mechanisms for solving this problem;

- the formation of a civil society and the unformed civic position of adults regarding the growing environment of the younger generation;

- the need to integrate the subjects of education, to consolidate the actions of representatives of the economic, political and cultural spheres of the region and the lack necessary conditions for their interaction in solving practical problems;

– the need to bridge the gap between the process of education and upbringing in ensuring integrity pedagogical process and the lack of appropriate clear provisions in the standards of education, which determine the quality of education through the quality of not only teaching, but also upbringing.

The core of modern educational concepts is the focus on joint activities, on the collaborative, humanistic nature of the relationship between educators and students. In most concepts, education is seen as a purposeful process of management, formation, organization of educational influence.

Issues of state educational policy in the field of education are reflected in the regulatory legal documents of the federal level: Law Russian Federation“On Education” (1992), which defines the basic principles covering the range of socially important ideals of education (Article 2), the Program for the Development of Education in the Education System of Russia determined the goals, objectives and directions for improving the organization of education in the education system on a long-term basis, Concepts modernization Russian education for the period up to 2025, which defined education as a top priority in education, the National Doctrine of Education in the Russian Federation (2000), the Federal Target Programs " Patriotic education citizens of the Russian Federation” and “Formation of attitudes of tolerant consciousness and prevention of extremism in Russian society”, etc.

However, government authorities do not pay enough attention to education issues, which leads to such asocial phenomena as neglect and homelessness of minors, child and adolescent crime, drug addiction, alcoholism, manifestations of Nazism, etc. So far, a comprehensive program has not been adopted at the federal level. education, which would cover all the most important areas of educational and preventive activities.

At the same time, the state-sectoral approach to this problem gives reason to consider education as a purposeful activity carried out in the education system, which is focused on creating conditions for the versatile development of the personality of students on the basis of universal, domestic and national cultural values; assistance to them in life self-determination, moral, civil and professional development; creation of conditions for self-realization of the personality.

The problems of education are related to the following aspects:

1. Today, the idea of ​​“realism of the goals of education” dominates, understood not as a comprehensive, but as a versatile development of the individual.

2. For many existing definitions of education, the main common features are characteristic: purposefulness of influences on the pupil; the social orientation of these impacts; creating conditions for the child to assimilate certain norms of relations and the development of social roles. In determining the goals of education, the emphasis has recently shifted to creating certain conditions for the development and self-development of the personality of the educated person with the help of appropriate psychological and pedagogical means. In this regard, education should be considered as:

The organic part of the whole - the formation of the individual, carried out under the influence of external factors of socialization and internal processes of self-development of the individual;

The process of interaction between adults and children; managing the process of personality formation and development and creating conditions for self-realization.

3. Among the key ideas behind modern approaches to education, we can distinguish the following:

The idea of ​​self-development and self-determination of the individual, which is fundamental for democratic, humanistic education;

The idea of ​​the basic culture of the individual as the basis for the development of the content of education;

The idea of ​​collective creative activity as a set of tasks, methods, technologies that ensure the creation of a humanistic self-developing community of children and adults;

The idea of ​​a dialogue of cultures, designed to ensure effective interaction of the child with other models of the world (“acceptance and understanding of the Other, not like Me”). The content and organizational forms of education are developed on the basis of principles that orient education towards the development of a socially active, educated, morally and physically healthy individual in the changing conditions of social life.

4. In practical terms, there is a need to create a common education strategy based on the use of a variety of modern concepts, the development of comprehensive education and training programs covering the period from preschool childhood up to student years, the development of special programs to prepare teachers for this work and provide them with all the necessary methodological materials

Modern directions of education are determined by the regulatory documents of the Ministry of Education of the Russian Federation.

According to the Federal Law "On Education in the Russian Federation", upbringing should be aimed at developing the personality, creating conditions for self-determination and socialization of the student based on socio-cultural, spiritual and moral values ​​and rules and norms of behavior accepted in society in the interests of the individual, family, society and the state.

According to the program for the development of the educational component in educational institutions, the transformations in the state and society in recent decades have significantly weakened attention to such phenomena as socio-spiritual and moral values ​​in adolescence and youth environment, interest in the peculiarities of the formation of the mentality and worldview of young citizens of Russia has noticeably decreased. At the same time, the long process of modernization of the Russian school eventually affected not only the organization of educational activities, but also radically changed the attitude towards the content of the phenomenon of education in the modern school.

Today, education in a general educational organization is increasingly understood as creating conditions for the development of a child’s personality, his spiritual and moral development and preparation for life self-determination, promoting the process of interaction between teachers, parents and students in order to effectively solve common problems.

The general tasks and principles of upbringing by means of education are presented in the Federal State Educational Standard, where educational activity is considered as a component of the pedagogical process in each educational institution, covers all components of the educational system of the school, which is aimed at implementing the state, public and individual-personal order for high-quality and affordable education in modern conditions.

Thus, the educational component in the activities of a general educational institution becomes an independent direction, which is based on a number of principles and is responsible for the formation of an "educational system", "educational environment", "educational potential of training", "educational activity", etc.

The formation of a positive model of behavior of students is able to provide them with conditions for normal adaptation and adequate development of their personality in society, in the state, in the world. The equal participation of young citizens of Russia in global civilizational processes as free bearers of ethno-cultural, religious and national traditions is designed to promote the harmonization of the interests of the individual and society in their socio-cultural relationship, increases awareness of responsibility for decisions made and actions taken. Today, the educational component of the school should be an integral part of the overall socio-cultural space of the Russian Federation.

The need for a program for the development of the educational component in general education institutions is also due to the real situation that has developed in the modern children's, adolescent and youth environment. A low level of ethical, civic-patriotic, cultural and aesthetic development leads to the emergence of inter-ethnic and inter-confessional tension, xenophobia, discriminatory behavior of children and adolescents, aggressiveness, bullying of peers and other asocial manifestations in the children's, adolescent and youth environment. The negative trends that are manifested in the adolescent and youth environment (alcoholism, drug use, violence, xenophobia) indicate the need to strengthen the participation of educational institutions, all public institutions in solving the problems of education, the formation of social competencies and civic attitudes. This requires the development of a system of measures for the formation of an educational component on an interdepartmental basis.

In this regard, the goal of the program is to strengthen and develop the educational potential in the sociocultural space of the Russian Federation based on the interaction of systems of general and additional education.

Therefore, it is necessary:

1. Development of a list of measures and activities for the formation of the educational component in educational institutions.

2. Development of a regulatory framework at the level of the constituent entities of the Russian Federation, which ensures the development of the educational component in general educational institutions, taking into account the regional specifics of the confessional and ethnic and cultural diversity of Russia in accordance with the state policy in the field of education.

4. Improvement of organizational and managerial forms and mechanisms for the development of the educational component in educational institutions.

5. Organization of interdepartmental interaction of general and additional education systems with the involvement of public authorities.

6. Monitoring the effectiveness of the implementation of a set of measures to develop the educational component in the constituent entities of the Russian Federation

It can also be noted that at present, thanks to the state policy in the field of education, there have been positive trends that define education as a priority area that provides a human resource for the socio-economic development of the country. The legislative base for the development of education in the country and regions, federal and regional programs and projects for the education of children and youth are being developed.

Behind last years in educational institutions, attention has especially increased to the development and implementation of a system of civil, patriotic and physical education, to the prevention of social orphanhood, to overcoming the manifestations of asocial behavior of students and youth, to the protection of children's rights. The main emphasis in educational work is on the organization of social practice, vocational guidance, cultural and leisure activities.

The following positive trends are observed in the activities of educational institutions:

– innovative projects of cultural and historical orientation and spiritual and moral content are being implemented, based on the values ​​of traditional religions;

- there is an increase in the social status of the teacher-educator, class teacher, teacher of additional education;

- the need to preserve the continuity of values ​​and goals of education in determining the fundamental core of the content of education is recognized.

Expected results of the implementation of the Program for the Development of the Educational Component in General Educational Institutions

- creation of a system of continuous educational work and socialization of students, including the relevant state and public structures carrying out a set of measures aimed at the formation of attitudes based on civil and democratic values ​​and legal awareness;

- development and implementation of a consistent state policy in the field of educational work in general educational institutions of the Russian Federation and mechanisms for its implementation;

– consolidation in the content of education of such values ​​as patriotism, spirituality, morality, human rights, initiative and Active participation in the life of society, respect for the history and culture of the peoples of the Russian Federation, responsibility, tolerance, peace, non-violence, intercultural dialogue, etc.;

Creation of conditions for resource support of stable activity of the system of educational work in general educational institutions of the Russian Federation.

As a result of the implementation of the Program, the following will be ensured:

Creation and implementation of new programs of education and socialization of students in educational institutions;

Introduction and effective use of new information services, systems and technologies for the upbringing and socialization of children and youth;

Implementation of procedures for independent examination of the educational activities of educational institutions and the process of socialization of students;

Growth of satisfaction of students and their parents with the conditions of education, training and development of children in educational institutions.

During the implementation of the Program, an additional vector will be formed for the innovative development of education with an enhanced educational component in general education institutions. The following will be provided: support for regional comprehensive programs of education and socialization aimed at achieving the strategic goals of shaping the personality of a Russian citizen and stimulating the interaction of the education system and culture in general, higher, secondary and primary vocational education, basic general and additional education within the framework of joint projects and development programs with the active involvement of students' parents and members of the public; training and retraining of personnel in priority areas of education and socialization of children and youth; formation of a network of expert-analytical and certification centers for the evaluation and certification of upbringing and socialization programs, as well as educational products different kind necessary for the methodological support of educational work; increasing the activity indicators of all target groups, which allows providing new levels of their interaction with each other, attracting specialists from cultural, sports institutions, etc. to cooperation; introduction and support of mechanisms and models of social partnership, ensuring the effectiveness of the system of education and socialization of the younger generation; education of value self-awareness of a highly moral, creative, competent personality, focused on strengthening the cultural and historical traditions and foundations of the statehood of modern Russia; integration of the efforts of interested social institutions (families, public organizations, educational institutions, cultural institutions, sports, business, religious organizations) in the views and positions on education, as an essential condition for social, cultural development through educational space; ensuring the quality of the educational process based on the development of the educational potential of basic and additional education, expanding opportunities to meet the cultural and educational needs of children and youth through the strengthening and development of resources for additional education of children, as well as through the development of a range of additional educational services, including distance learning; development of social activity and civic responsibility of minors through the prevention of deviations in the behavior of minors, their inclusion in various socially demanded areas of activity and projects relevant to the region and the country; ensuring the growth of social maturity of students, manifested in conscious choice healthy lifestyle, development of talents and abilities, conscious professional self-determination, orientation towards self-development and self-improvement for the benefit of modern Russian society and the state.

The Federal State Educational Standard is aimed at ensuring: the education of students at the level of primary general education, the formation of their civic identity as the basis for the development of civil society. The Standard is based on a system-activity approach, which involves: education and development of personality traits that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society; transition to a strategy of social design and construction in the education system based on the development of the content and technologies of education that determine the ways and means of achieving the socially desired level (result) of personal and cognitive development students; taking into account the individual age, psychological and physiological characteristics of students, the role and importance of activities and forms of communication to determine the goals of education and ways to achieve them; a variety of organizational forms and taking into account the individual characteristics of each student, ensuring the growth of creative potential, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity;

In accordance with the Standard, at the level of primary general education, the following is carried out: the formation of the foundations of civic identity and worldview of students; education of students, providing for the adoption by them of moral standards, moral attitudes, national values;

The standard is focused on the formation of the personal characteristics of the graduate: loving his people, his land and his homeland; respecting and accepting the values ​​of the family and society; inquisitive, actively and interestedly knowing the world; possessing the basics of the ability to learn, capable of organizing their own activities; ready to act independently and be responsible for their actions to the family and society; benevolent, able to listen and hear the interlocutor, justify his position, express his opinion.

Thus, the existing problems of education are presented in the content of normative documents. The GEF of primary general education reflects the requirements for the implementation of the PEP, within which education is also considered. The Program for the Development of the Educational Component in General Educational Institutions for 2013-2020 presents the current state of education, which reflects the existing problems and ways to solve problems in the paragraphs Expected Results of the Program Implementation and Indicators and Indicators of the Program Implementation.

Article on psychology "Problems of modern education of children"

In modern society great attention devoted to the upbringing and development of children. The humanistic approach prevails over other approaches in education. At the moment there is a large number of psychological and pedagogical areas and schools dealing with the issue of the comprehensive development of the child, an individual approach to his upbringing and socialization. In comparison with the last century, the attitude towards the child in the family, at school, in society has changed. Gone is the oppression of children's will, the exploitation of child labor. Scientists urge to see a personality in a child, speak with him on an equal footing, shame parents for punishing and censuring a child, recommend giving the child more time, strenuously developing the child’s qualities and skills as early as possible. If ten years ago the main question on the forums of young mothers was: “how to deal with baby colic?”, Now the most important question is: “how to develop a newborn, what toys to buy for him to develop? What to do with him?" The market industry is now ready to satisfy the most sophisticated requests of parents in terms of buying toys for children. Store shelves are full of educational games and gadgets, early childhood development and education aids. In many recommendations of leading experts in pedagogy and psychology, one can find articles on how to brighten up a child’s leisure time, how to take him on vacation, how to diversify a child’s everyday life and how to surprise him. Parents of our time have begun to make more efforts in the upbringing and development of the child. But these seemingly positive changes in childhood issues also have a dark side. Increasingly, modern children are prone to boredom. Childhood boredom is the problem of our time. And later, these bored children grow up into adults who cannot enjoy life, waiting for a push from outside, some external factor that will give them a reason to laugh, rejoice, be surprised at something, admire. Why it happens? This is caused by a number of factors that can be observed in our society. On the one hand, the abundance of educational games and toys hinder the development of children's imagination. You no longer need to invent and imagine anything, everything is in stores: talking dolls, flying planes, shooting and walking robots, barking dogs, following commands and much more. Therefore, there is no room for a flight of fancy, and there is no sense either. The second factor in this problem is the childhood taken away from children! Yes, no matter how strange it may sound, but today's children have less childhood than the previous generation! Open any reference book on developmental psychology and look there - "What is the leading activity in childhood?". One answer is the game. Game activity is the main thing for a child. Through the game, the child first comes into contact with the world of objects, with the surrounding reality, the game gives him the experience of interacting with peers, the knowledge of social roles, helps him to live through difficult situations, cope with his emotions and learn new things. The game carefully introduces the child to the adult world. Yes, early development child, engaging with him in the development of speech, the study of letters, counting, the development of thinking and other things - all this is useful, but only when it does not crowd out the game! Even when all this early development and learning occurs through play, it should not replace free play activities that are aimed at learning about life. Now parents are trying to organize the activities of their children. Take every free minute of the child: sections, circles, development centers, classes with tutors and more. In the wonderful kind film “Polyanna”, the main character, a little girl, after her aunt told her the list of her activities for the day, asked her aunt a really simple, but at the same time very precise question: “When will I live?” But in this situation, a third factor of the problem arises: dependence on external organization. Children get used to the fact that they don’t have to invent an occupation for themselves, they don’t need to engage in knowledge and exploration of the world. Parents, caregivers, teachers. Teachers are dedicated to filling the lives of children to the fullest. And not only classes, games and development. But also impressions. Modern children need to be entertained, they are no longer able to rejoice “just like that”. And the older the child, the more effort must be made to arouse joy, surprise, and admiration in him. And in adulthood he already comes a bored man who has lost his taste for life.

We, adults, are trying to educate our children, teach them the mind, love them, take care of them. But they are completely different from us. Many study diligently, are obedient, well-mannered, responsive, take part in school activities. But there are also students who cause constant problems in communicating with teachers and peers, are indifferent to everything, and there are those who live in virtual reality - in fact - "kids in the net." There are also those who have joined the informal youth movements, look and behave like everyone else, and try to show their independence and individuality.

Why is this happening, what is the reason? Why do these contradictions arise? You will find the answer to these questions in this presentation.

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Presentation materials

Nadekhina O.G.

at the regional seminar

deputy directors for educational work

"Actual problems of education of modern schoolchildren".

slide 1.

The art of education has the peculiarity that it seems familiar and understandable to almost everyone, and otherwise easy, and the more understandable and easier it seems, the less a person is familiar with it, theoretically or practically. Almost everyone admits that education requires patience and love ... but very few have come to the conclusion that in addition to patience, love, innate ability and skill, special knowledge is also needed.

Slide 2. Love for children is multifaceted.

Krupskaya loved children with care, Gaidar - cheerfully, Makarenko - demandingly, Sukhomlinsky - tenderly, Korchak - sadly.

Slide 3.

When the children grew up and left, Janusz Korczak said: ... “We do not give you God, because each of you must find him in your soul. We do not give a homeland, because you must gain it by the work of your heart and mind. We do not give love to a person, because there is no love without forgiveness, and forgiveness is hard work, and everyone must take it upon himself. We give you one thing, we give you the desire for a better life, which does not exist, but which will someday be, in a life of truth and justice. And maybe this desire will lead you to God, Motherland and Love.

slide 4. A mysterious new generation - teenagers.

They live next to us, communicate. We - adults - are trying to educate them, teach them the mind, love them, take care of them. But they are completely different from us. Many study diligently, are obedient, well-mannered, responsive, take part in school activities. But there are also students who cause constant problems in communicating with teachers and peers, are indifferent to everything, and there are those who live in virtual reality - in fact - "kids in the net." There are also those who have joined the informal youth movements, look and behave like everyone else, and try to show their independence and individuality.

Why is this happening, what is the reason? Why do these contradictions arise?

Slide 5. "Identify the current problems of modern adolescents"

Group work. Creative task.

Let's try to identify the actual problems of educating modern schoolchildren - those whom you and I have to educate and educate on a daily basis, what problems we face every day.

Each group received a sheet of drawing paper and a marker of a certain color. In 3 minutes, each group should discuss and write on a sheet of drawing paper the problems of educating modern schoolchildren. Then we hang the drawing paper on a magnetic board and discuss what each group did. Choose right away who will be the leader of your group.

Posting tasks on a magnetic board. Discussion.

Slide 6. The charms of modern life.

The mysterious generation of modern teenagers. What surrounds them in real and virtual reality. If we look around us, we will see that around us there is a fierce struggle of people for power, for possession, for gain, for a place in society, for superiority in something, for freedom, for territory, etc. At the same time, in this struggle, some use means that are permitted and, more often, illegal, do not stop at nothing, using their strength, cunning and deceit in the fight against their rivals, fraud, forgery and even murder.

Read the newspapers, watch the news on television, listen to the latest news on the radio. Every day we are told criminal stories among senior officials and deputies, various revelations, murders and robberies, and many terrible stories. Another time, I can’t even believe that people could do such a thing: a mother killed her children, a son killed his father…

Remember history. After all, there has not been a single year when bloody wars were not waged somewhere on Earth - small and large, massacres, hostage-taking, etc. did not take place. Modern schoolchildren are increasingly showing cruelty towards each other - during the break, a first-grader kicked his classmate, not realizing what he was doing. There has been an increase in cases of students inflicting bodily harm on each other during educational process, there are phenomena of “hazing” (sixth-graders offend fifth-graders), antisocial behavior, lack of culture, constant lateness to classes, there are cases when children leave home, wander, parents more often began to say: “Take him or her wherever you want, I no longer have strength."

Why is this happening, what is the reason? Why do these contradictions arise? All the best in a person comes from education. And, if bad qualities of character are manifested in a person or he does bad deeds, this is also due to education, or rather the lack of it. A child is a mirror of the moral life of society, parents and, of course, the school.

Slide 7. The phenomenon of child abuse

The Commission on Juvenile Affairs and Protection of Their Rights regularly reviews cases of bodily injury to students. These are fights between students, where one inflicts bodily harm on the other. These bodily injuries were examined in the emergency room, protocols were drawn up by police officers and submitted for consideration and decision to those who inflicted bodily injuries in accordance with the law. We are often the last to know about these facts. The teachers did not see that one was beaten in the classroom, another at recess near the classroom, the third ran out into the street, because. The teacher dismissed the lesson ahead of time, and the students really wanted to leave with snowballs, and the other pushed the student, apologized, and the aggressive class incited them to “shoot” - a fight in front of witnesses.

Conflict. Aggressive behavior.

This number of recorded beatings is the effectiveness of the performing discipline of teachers - the fulfillment of job descriptions, duties while on duty at school, during a break, this is the indifference of most parents in raising children, or vice versa, overprotection and creating motivation for their child, that he is the best, and better there is no one, it is self-affirmation in a cool team, the desire to be a leader. Our pedagogical hindsight, defect class teachers in educational work. If each case is considered individually, then we will give a number of arguments in our defense, but the fact is on the face. There is a need to carry out timely preventive work on this phenomenon.

What is the phenomenon of child aggression

Slide 8. Aggression.

Aggression is any form of behavior aimed at insulting or harming another living being who does not want such treatment.

Slides 9. Social components of aggressive behavior.

1. Aggression as instinctive behavior
2. Aggression as motivation (motivation)
3. Aggression as social learning (acquired behavior)

Conflicts always arise in the children's environment.

Slide 10. Conflict.

Conflict - these are collisions, serious disagreements, during which you are overwhelmed by unpleasant feelings or experiences

Causes of conflicts

1. Contradictions between interests, views

2. Confrontation between leaders, between separate groups in a team

3.Features of temperament, perception, beliefs

4. Mistakes in communication (inability to listen, ask questions correctly, show empathy, respond to criticism

Slide 11.

Students need to be taught how to behave in the event of a conflict.

Rules for effective behavior in conflict.

1. Stop! Don't rush to react!

2. Give yourself some time to assess the situation!

3. Refuse the installation: "Victory at any cost!"

4. Think about the consequences of your choice!

slide 12.

When you are very annoyed, angry

1. Give yourself a minute to think and, no matter what happens, don’t immediately “fight”

2. Count to ten, focus on your breathing

3. Try to smile and keep smiling for a few minutes

4. If you can't handle your anger, go away and be alone for a while.

slide 13.

Ways to resolve the conflict.

1. Showing affection for your partner
2. Use of humor
3. Compromise
4. Arbitration court
5. Mutual Analysis
6. Ultimatum, temporary separation and coercion

slide 14.

Everything should be beautiful in a person: the face, and clothes, and the soul, and thoughts ... Often I see beautiful face and such clothes that dizzy with delight, but the soul and thoughts - my God! In a beautiful shell sometimes hides a soul so black that you can’t rub it with any whitewash ”A.P. Chekhov

Another topical issue in the upbringing of our children is the behavioral ethics of our children.

Slide 15. "Etiquette"

Etiquette is the ability to behave correctly in society, which facilitates communication processes, helps to achieve mutual understanding.

A person with good taste always strives for the truth of life, and not for falsehood. Shows taste in everything:

1. In relation to life, to work;
2. In behavior with others;
3. In habits;
4. In speech;
5. In clothes;
6. In relation to art;
7. Which books, movies, music do you prefer?
8. How does he furnish his apartment?
9. How do you spend your free time?
10. Who is he friends with.

The discipline of students is formed from different components - appearance at school - the implementation of the Charter of the school, the rules for students. Our modern children often forget about their responsibilities, we constantly hold events on children's rights, consider the articles of the Convention on the Protection of Children's Rights, and leave the fulfillment of the obligation behind the scenes, what to say about the parents of our children, in fact, teachers become completely powerless, they only have to , should and should.

According to the preferences of a person, you can get an idea of ​​​​his worldview, the degree of development and upbringing. An educated person cognizes truly beautiful both in art and in life, not only emotionally, with the help of feelings, but also meaningfully. One of the ways to avoid an aggressive mood among adolescents is sports and health work, increasing the coverage of students with leisure activities, and uniting students in a common cause.

slide 16.

Sports and recreational space is one of the factors in the prevention of offenses and aggressive behavior of minors.

slide 17.

Goals and objectives of the personality-oriented approach in physical culture and health-improving work

1. Child's ability to work in a team

1. Ability to perform various social roles and be responsible for yourself and the team as a whole
2. The ability to be a socialized person who can adapt in life

slide 18.

Sukhomlinsky V.A.“Health care is the most important job of an educator. Their spiritual life, worldview, mental development, strength of knowledge, faith in their own strength depend on the vitality and vivacity of children.

Our future is healthy children.

Only 15% of children are born completely healthy.

slide 19.

D.A. Medvedev “Every young person should realize that healthy lifestyle life is success, his personal success.

Slide 20. “Among the untrodden roads, one is yours.”

Tourist and local history work also makes it possible to remove the aggressive behavior of adolescents, only on hikes and trips a friendly team is formed, when children are one for all and all for one.

“Roads are hard! But it's hard without roads!

In a healthy body healthy mind.

W Tourism activities provide opportunities

1. Mastering the skills of tourism and orientation
2. Physical and moral education
3. Development of cognitive interests
4. Education of collectivist skills

Slide 21.

Socrates: "There is a sun in every person, just let it shine"

Education in every child of humanity, kindness, creative activity, respect for loved ones and everything around - these are the key values ​​on which educational work should be built.

slide 22.

2. Creative task - work in groups

Define the concept of "subculture" and name informal youth movements known to you.

Independent work. Group performance. (switch presentation)

The domestic system of education, as well as the state of Russian pedagogy as a whole, today is usually characterized as a crisis and highlights a whole range of topical problems in it.

First of all, this is a problem related to the search for ways to revive the feeling of true patriotism in Russian society as a spiritual, moral and social value. The feeling of patriotism is unthinkable without national self-consciousness, based on a sense of spiritual connection with the native people. Historical experience shows that ignorance of the culture of one's people, their past and present leads to the destruction of the connection between generations - the connection of times, which causes irreparable damage to the development of man and the people as a whole. Because of this, there is an acute need to revive and develop the national self-consciousness of all, even the smallest, peoples of Russia. This is the meaning of the existence of the Russian school, its activities in line with revival of the spiritual traditions of national education.

The Russian Federation is a country in which different peoples, nationalities, ethnic and religious groups live. For many decades, education was based on the idea of ​​rapprochement, merging of nations and the creation of a non-national community. Modern Russian society lives in conditions of especially heightened social anxiety, since clashes in everyday life, public transport, the sphere of trade is easily transferred to interethnic relations. The explosion of national discord encourages us to analyze the origins of such phenomena, to understand their causes - and not only socio-economic, but also pedagogical. As a result, the issue of culture formation international communication as an effective means of reaching agreement between people, representatives of different nations and nationalities.

The reality of modern Russian society is the fact that more and more nations and nationalities are declaring complete independence, and Russia is filled with refugees from all the republics of the former Union. At the same time, there is an increase in extremism, aggressiveness, the expansion of conflict zones and conflict situations. These social phenomena particularly affect young people, who are characterized by maximalism and the desire for simple and quick solutions to complex social problems. Under these conditions, the problems of forming the ethics of student behavior in a multinational environment are of paramount importance, education of interethnic tolerance. The activity of all social institutions and, first of all, schools should be directed to the solution of this problem. It is in the school community that a child can and should develop humanistic values ​​and a real readiness for tolerant behavior.

Trends in social development, characteristic of today's Russian reality, have actualized the problem of family education. The large-scale crisis that has engulfed our country has had a negative impact on the material and moral health of the family as an institution of natural biological and social protection child and exposed many social problems (an increase in the number of children born out of wedlock; social disorganization of families; material and housing difficulties of parents; unhealthy relationships between relatives; weakness of moral principles and negative phenomena associated with the degradation of the personality of an adult - alcoholism, drug addiction, malicious evasion from child-rearing responsibilities). As a result, the number of dysfunctional families is growing.

A vivid manifestation of family troubles is the growth of violence against children, which has many forms - from emotional and moral pressure to the use of physical force. According to statistics, about two million children under the age of 14 suffer annually from the arbitrariness of parents. One in ten of them die, and two thousand commit suicide. Because of this, the search for ways to improve the effectiveness of family education is named among the priority areas of the Federal Target Program "Children of Russia" (2003-2006), which makes the solution of this problem among the paramount in pedagogical theory and practice.

These, from our point of view, are the most urgent problems of modern education, on the successful solution of which depends the fate of the younger generation and the nation as a whole.

Education as a process of influencing a person in order to convey to her the norms and rules of behavior accepted in society is always not abstract, but concrete, reflecting, first of all, the national identity of morality, customs, traditions, mores of a particular people. This fact was pointed out by K. D. Ushinsky, who wrote: “Education, if it does not want to be powerless, must be popular, must be permeated with nationality. In every country, under the general name of public education and many common pedagogical forms lies its own characteristic concept, created by the character and history of the people.

Having given a deep analysis of the education systems of the leading countries of the world, K. D. Ushinsky came to the conclusion that there is no general education system for all peoples, because “despite the similarity of the pedagogical forms of all European peoples, each of them has its own special national education system, its own a special end and its own special means to achieve this end.

National originality of education is determined by the fact that each nation has its own specific way of life, which forms a personality in accordance with the characteristics of national traditions and national mentality. The peculiarities of the way of life among different peoples are formed under the influence of many specific factors: natural and climatic conditions, language, religion (beliefs), working conditions (agriculture, hunting, fishing, cattle breeding, etc.). A person, staying in the social environment of a particular nationality, is inevitably formed in accordance with the lifestyle of this particular people, community, tribe; assimilates and shares their value orientations and, accordingly, regulates their actions, deeds, behavior.

From this it follows that the basic concepts of lifestyle can be displayed in the following sequence: custom? tradition? rite? ritual.

In the educational process, folk pedagogy is guided by well-defined rules, on the basis of which influence methods, including showing, accustoming, exercise, good wishes, prayer, spell, blessing, mockery, prohibition, coercion, censure, contempt, oath, punishment, intimidation, advice, request, reproach, etc.

The most common and effective means education in folk pedagogy - folklore, in which the people's views on nature are reflected in a highly artistic form, worldly wisdom, moral ideals, social aspirations and creative imagination.

Given the powerful potential of folk pedagogy in the education of the individual, modern pedagogical practice revives the national culture of the regions of Russia. The problems of studying the national identity of education and using it as a means of educating the younger generation are studied within the framework of ethnopedagogy- a branch of pedagogical science that explores the patterns and characteristics of folk, ethnic education.

So that the richest traditions of folk pedagogy become effective tool education of the younger generation, it is necessary for each ethnic group to provide the right and real opportunities for the creation of educational systems based on taking into account the national identity of education. For this you need:

Priority mother tongue, a gradual movement towards the parity of languages ​​with the indispensable preservation of a high level of study, knowledge and use of the Russian language; a high level of teaching foreign languages, and with a significant expansion of their list;

Replacing the school course of the history of the population with the history of peoples; ensuring in-depth study of the history of the native people in all schools of the republics, autonomous regions, districts and diasporas;

Mandatory consideration of national, intellectual, artistic, ethnic and other traditions in the design of school premises, the territory of the school and the microdistrict;

Restoration of art crafts, art, folk holidays, games, games; the revival of the traditional culture of education, the familiarization of teachers, students, parents, and the population with it;

A system of special measures for the enrichment of spiritual culture, the development of spirituality (this is due to a large-scale change in the content of education); for elementary school, it is necessary to publish books for reading on an ethnopedagogical basis;

Termination of the interpretation of folklore only as a prehistory of literature, its introduction as an independent discipline from the 1st to the 11th grade, including the study of all known genres in the process of a parallel overview of the people's spiritual, moral, musical, artistic, labor, sports traditions, etiquette; encouragement of special optional and circle study of songs, fairy tales, proverbs, riddles as independent academic disciplines;

Expansion of the rights of graduates of national schools in the choice of language when answering exams throughout the national region; full equalization of the rights of national languages ​​in special, secondary and higher education; the creation of study groups with the teaching of at least some subjects in the native language in all departments and faculties of higher schools;

The maximum possible reproduction in the system of education of the way of life of the people, the expansion of the number of national secondary schools of an advanced level (gymnasiums, lyceums, colleges, real schools);

Strengthening national ties on the basis of reciprocity, democracy and humanism, strengthening attention to universal values, creating favorable conditions for their transformation into the national environment;

Guarantees of protection of small peoples in the name of national harmony, interethnic harmony, rejection of traditional formulas of forcibly introducing them to higher cultures;

Reasoned condemnation of misanthropic, chauvinistic, great power, imperial theories in any form;

Expansion of scientific research in the field of problems related to the ethnopedagogization of the content and process of education; the beginning of university training of ethnopedagogues, up to university and postgraduate specialization.

The tendency to use the ideas and traditions of national education in recent years is quite clear. In this regard, first of all, it should be models historical, sociocultural and pedagogically organized educational systems, developed by a number of domestic scientists (E. P. Belozertsev, I. A. Ilyin, B. A. Sosnovsky, V. K. Shapovalov, etc.) and designed to educate the younger generation on the basis of the idea of ​​the national and spiritual revival of Russia. Within the framework of these models: a) the rights of each nation that is part of the Russian Federation to independent ethnic and cultural development are ensured; b) the development of the cultural heritage of their people is carried out; c) the foundations of the full life of the nation as a whole are laid; d) the foundations for the harmonious existence and development of each ethnic group and national culture are formed; e) a balance is achieved in the educational interests of the individual, ethnic group, society and a multinational state; f) ensuring the unity of the educational and cultural space of a multinational state in the context of federalization and regionalization.

As an example of a system of national education, one can name the educational and cultural scientific and industrial Gzhel Center. This unique educational system was created taking into account the national identity of education on the basis of the region, which is the cradle and main center of Russian ceramics. The main goal of this system is a comprehensive solution to the problem of training highly professional personnel for the region on the basis of combining training with education, civil and professional development of young people.

The structure of the educational system "Gzhel" includes the following steps: 1) kindergartens, giving educators in the process of special games primary ideas about the most common professions in the region; 2) general education schools in which educational work, creative activity and communication are focused on getting to know the material and spiritual environment of the region; 3) Gzhel College of Art and Industry, which trains highly qualified specialists on the basis of gaining experience in creative activity; 4) institutions of higher education, where, on the basis of strongholds of a number of Moscow universities, specialists are trained who combine the acquisition of professional skills and experience in solving practical problems in the region; 5) cultural institutions, including houses of culture, museums, cinemas, libraries of the region.

The effectiveness of the Gzhel educational system affects various spheres of the region's life; social (youth feels attention and care, gets the opportunity to work in the world-famous industry with good conditions labor and pay); economic (based on the results obtained in research work, specific regional, social and economic projects are being implemented); regional (a system has been created that serves as a research and methodological basis for the organization and effective implementation of educational work in the region).

Culture of interethnic communication- this is a complex phenomenon that includes the following structural components: 1) cognitive - knowledge and understanding of the norms, principles and requirements of general humanistic ethics (duty, responsibility, honor, goodness, justice, conscience, etc.), problems of theory and practice interethnic relations; 2) motivational - the desire to master the history and culture of their nation, as well as other peoples; interest in communicating with other people, representatives of other nationalities; 3) emotional and communicative - the ability to identify, empathy, reflection, empathy, complicity, adequate self-esteem;

self-criticism, tolerance; 4) behavioral-activity - control of one's emotions, the ability to objectively assess the situation, intransigence to the violation of human rights of any nationality and religion.

In accordance with this, the process of educating a culture of interethnic communication includes:

Familiarization of young people with the system of scientific knowledge about the rights and freedoms of man and peoples, about nations and their relations, about races and religious denominations;

Formation of civil and universal feelings and consciousness;

Development of a positive experience of a culture of communication with people of different nations, races and religious denominations;

Ensuring highly moral motivation for the actions and behavior of young students in the process of interpersonal communication.

Interethnic relations Together they represent the unity of the universal and national, which is manifested in a peculiar way in certain regions, states, interstate and international associations. From this it follows that the culture of interethnic communication depends on the general level of students, their ability to perceive and observe universal norms and morality. Obviously, the culture of interethnic communication is based on the principles of humanism, trust, equality and cooperation. To do this, students must be aware of:

1) about the place and role of the UN in regulating the relations of peoples both on the world stage and within multinational societies;

2) the essence of the activities of the Council of Europe, the European Union, the League of Arab States, the Organization of American States, the Organization of African Unity, the Commonwealth of Independent States, etc.;

4) culture of peoples and states of the world, mutual influence of cultures and traditions;

5) the economic foundations of the interaction of countries and peoples, the division of labor between peoples, the cooperation of enterprises of various countries, the movement of capital, labor and goods, the creation of production branches outside national territories;

6) UN demands on the inadmissibility of exploitation and inequality between peoples, the true causes of the backwardness of the peoples of the former colonial and semi-colonial world, the rationale for the need to provide them with assistance, which should ensure the overcoming of the remnants of the ideology of racism, apartheid, national and religious exclusivity;

7) political, economic, technical, economic, cultural changes taking place in the world.

For the development of a culture of interethnic relations, the so-called cross-cultural literacy is important, which manifests itself in the ability to empathize with other people, feel and understand their problems, respect and accept the culture of another people. At the same time, special attention must be paid to the upbringing of historical memory, conveying to students the truth about the formation and development of our multinational state, which is very important for establishing objective truth and forming a personal position.

The formation of a culture of interethnic communication is a long and multifaceted process associated with the formation of a culture of interpersonal relations.

On the household level this is manifested in the fact that children constantly absorb and master the traditions and customs of their neighbors, study the history of other peoples at school, comprehend the commonality of the socio-historical development of our country. The task of teachers at the same time is to form in schoolchildren respect for the honor and dignity of every nation and every person, to convince them that there is no people better or worse than another, that the main thing is what kind of person he is, and not what nationality he belongs to.

On the pedagogical level the upbringing of a culture of interethnic communication begins in the primary grades with the upbringing of a sustainable manifestation of the care of the elders for the younger, friendliness to classmates, their peers in the yard, on the street, in the house, politeness in relations with people, restraint in the manifestation of negative feelings, intolerant attitude towards violence, evil , deceit.

In the middle classes, the tasks of educating a culture of interethnic communication become more complicated. Particular attention is drawn to comradely mutual assistance in difficult moment, sensitivity to grief and other needs of strangers, the manifestation of mercy to the sick, the elderly, everyone in need of help, participation, intolerance to national swagger.

It is important for high school students to educate such qualities as political awareness, conscious participation in the political life of society, the ability to compromise in disagreements and disputes, justice in relations with people, the ability to stand up for any person, regardless of his nationality. These qualities are formed in the process of activity and communication aimed at creating, caring for people, causing the need for a mutual exchange of thoughts, ideas, contributing to the manifestation of attention and sympathy for people.

At all stages of work with a team where different nationalities are represented, regardless of the age of students, the teacher needs to think over practical measures so that it is easier for children to overcome national isolation, selfishness, focus on improving the culture of communication of the entire student team, use its capabilities to counteract harmful nationalistic influences.

Of great value to students are ethnographic knowledge about the origin of the peoples with whose representatives they study together, about the originality of national etiquette, rituals, life, clothing, the originality of art, art crafts, and holidays. It is important that the teacher not only demonstrate competence in these matters, but also use the accumulated knowledge in teaching and learning. extracurricular activities(during a conversation, students visiting local history and literary museums, national cultural centers, theaters, exhibitions, folklore concerts, watching films of national studios, etc.).

expedient involvement in the educational work of veterans, communication with which can be called a real school of patriotism and internationalism. It can be not only participants in the Great Patriotic War, but also very young people who have Afghanistan, Chechnya and other "hot spots" behind them. Closeness to the real destinies of people will allow more flexible and comprehensive discussion of interethnic problems. Of paramount importance here is the education of tolerance and religious tolerance.

Tolerance means respect, acceptance and a correct understanding of the diversity of forms of self-expression and ways of manifesting human individuality. This quality is a component of the humanistic orientation of the personality and is determined by its value attitude towards others. It represents a setting for a certain type of relationship, which is manifested in the personal actions of a person.

As part of the pedagogical influence on interethnic communication, it is necessary to talk about education international tolerance, because it manifests itself in relations between representatives of different nationalities and implies the ability to see and build interethnic relations, taking into account the observance of the interests and rights of the interacting parties.

National tolerance is interpreted as a specific feature of the national character, the spirit of peoples, an integral element of the structure of the mentality, orienting towards tolerance, the absence or weakening of the reaction to any factor in interethnic relations. Thus, interethnic tolerance is a property of a person, which manifests itself in tolerance towards representatives of another nationality (ethnic group), taking into account its mentality, culture, and originality of self-expression.

The methodology for educating a culture of interethnic communication is based on the teacher's knowledge of the characteristics of children, the relationship between them. When organizing work to educate a culture of interethnic communication, teachers need to know and take into account: a) the individual characteristics of each child, the characteristics of upbringing in the family, family culture; b) the national composition of the group of students; c) problems in relations between children, their causes; d) cultural features of the environment, ethnopedagogical and ethnopsychological features of culture, under the influence of which interethnic relations develop among students and in families. Having studied and analyzed the situation, teachers are searching for effective forms of educating students in the culture of interethnic communication, and determine the specific content of this work.

The teacher should proceed from the fact that the culture of interethnic relations is a universal value and is based on universal morality. It is based on the formation of humane relations between people, regardless of their nationality, the education of respect for the culture, art of different peoples, for a foreign language. This work can be carried out during school and extracurricular time, through the entire system of relations in the team of the class, school, any educational institution. But patriotism and internationalism cannot be brought up in words, through appeals and slogans. It is important to create children's organizations whose main goal is to harmonize universal and national values. These organizations independently develop programs for the revival of the native language, the study of the history and culture of the people.

An effective means of education can be ethnographical museum, created as a result of the joint search work of teachers, students and parents in order to educate the memory of our past, moral values, the formation of ideas about the life, culture, lifestyle of their people, the upbringing of a careful attitude to antiquities. Students not only collect and study ethnographic material, get acquainted with the history, culture and art of the people, but also make copies of household items, sew and demonstrate models of national clothes, organize folk festivals and holidays, involving parents in them.

It is also useful to refer to the experience international friendship clubs(KID), which is widely known in domestic educational practice, but was not always positive due to excessive ideologization and formalism. In the practice of a number of such groups there are interesting findings in solving the problems of interethnic communication. These are constant contacts (by correspondence and direct) with peers from other countries, the use of the collected information in the classroom and in extracurricular activities.

can be arranged research groups schoolchildren to study specific issues related to the culture of different peoples. Knowing as much as possible about other peoples is the basis for the formation of a culture of interethnic relations at any age.

Within the framework of the CFA, groups of translators and guides can be created, creative meetings with representatives of different nationalities and other countries can be organized. It is advisable to organize creative teams representing the art and culture of other peoples, for example puppet theater"Tales of the peoples of the world".

Crisis state modern society has caused many problems in modern education. Among them, one of the most significant is the problem of education children in family. Among the objective socio-economic causes of trouble in family education, the most important are the following:

Falling living standards and worsening conditions for children (a sharp socio-economic stratification of society, a constant deficit in public funding public sector, the growth of hidden and explicit unemployment);

The reduction of the social infrastructure of childhood and a sharp decline in the level social guarantees for children in life important areas spiritual and physical development;

Unresolved housing problem;

Distancing the school from children with difficult lives;

A sharp turn in the value orientations of society and the removal of many moral prohibitions;

Strengthening the influence of asocial criminal groups in the microenvironment and society as a whole.

Exacerbate family problems miscalculations of family education, the most typical of which are the following: 1) rejection of the child, his explicit or hidden emotional rejection by parents; 2) hyper-custody, when the child is not allowed to show elementary independence, is isolated from the surrounding life; 3) the inconsistency and inconsistency of education (the gap between the requirements for the child and control over him, the inconsistency of the pedagogical actions of parents and grandmother, etc.); 4) misunderstanding of patterns and originality personal development, discrepancy between the requirements and expectations of parents and the capabilities and needs of children; 5) the inflexibility of parents in relations with children (insufficient consideration of the situation, programmed requirements and the lack of alternatives in decisions, imposing their own opinion on the child, a sharp change in attitude towards the child at different periods of his life); 6) affectivity - an excess of parental irritation, discontent, anxiety, anxiety in relation to children, which creates an atmosphere of turmoil, chaos, general excitement in the family; 7) anxiety and fear for children, which become obsessive and deprive parents of cheerfulness and optimism, forcing them to resort to constant prohibitions and warnings, which infects children with the same anxiety; 8) authoritarian upbringing - the desire to subordinate the child to his will; 9) categorical judgments, commanding tone, imposing one's opinion and ready-made solutions, the desire to establish strict discipline and limit the independence of children, the use of coercion and repressive measures, including physical punishment; constant monitoring of the child's actions; 10) hypersociality, when parents try to build upbringing according to a certain (albeit positive) predetermined scheme, not taking into account the individuality of the child, making excessive demands on him, without proper emotional contact, responsiveness and sensitivity.

Any type of family disorganization is initially predisposed to the formation of personality and behavioral deviations in children, as it leads to the emergence of psychotraumatic situations for the child.

The only child in the family- this is an objectively more difficult subject of education than children from large families. He usually matures later than his peers, and in some respects, on the contrary, acquires external signs of adulthood too early (intellectualism, excessive rationalism, often developing into skepticism), since he spends a lot of time among adults, witnesses their conversations, etc.

In a large family, adults quite often lose their sense of justice in relation to children, show unequal affection and attention to them. For older children in such a family, categorical judgments, the desire for leadership, leadership, even in cases where there are no grounds for this, are characteristic. In large families, the physical and mental stress on parents, especially on the mother, increases sharply. She has less free time and opportunities for the development of children and communication with them. The large family has fewer opportunities to meet the needs and interests of the child than in a one-child family, which affects its development.

IN incomplete family children often become witnesses and participants in events or circumstances of a psycho-traumatic nature (disintegration of the parental family, living with a stepfather or stepmother, living in a conflict family, etc.). According to statistics, the proportion of adolescent offenders from single-parent families ranges from 32 to 47%, including 30-40% of adolescents who use alcohol or drugs, 53% are involved in prostitution. In incomplete families, there is a large proportion of pedagogically neglected children who are left unattended and, due to material and other problems, often become neglected or become vagrants.

The reality of modern Russia is an increase in the number of orphans, the care of which is taken over by the state. Conventionally, two groups of orphans can be distinguished: children who have lost their parents, and social orphans, i.e. orphans with living parents (abandoned children, foundlings; children whose parents have been in prison for a long time or are terminally ill; children whose parents are missing).

You can also identify a group of children who are at risk of losing their families. This homeless and neglected(street) children; runaways (children who left families and residential institutions); children who are subjected to humiliation and insults, physical and sexual violence in their families; children from families of alcoholics and drug addicts; children with chronically ill parents.

These and many other problems associated with the formation of personality in conditions of improper family upbringing require a particularly careful attitude towards children at risk. An effective solution to the problems of such families is possible only on the basis of the combined efforts of all social institutions of society.