Sample pedagogical characteristics for a family

Pedagogical characteristics of the family

Nina Cheremisova
Pedagogical characteristics of the family

PEDAGOGICAL

FAMILY CHARACTERISTICS

Family composition : complete (mother, father, daughter)

Members' education: mother - secondary vocational education

father - higher professional education

There was no family breakdown .

2. The family has trusting , friendly relationships. The family is stable .

3. The main causes of quarrels and conflicts in the family are of a domestic and economic nature .

4. The nature of relationships in the family between adult family : harmonious, compromise.

5. The nature of the relationship between parents and other adult family members and the child : caring, friendship, trust, equality.

6. Position of the child in the family : the child takes pedagogically justified position

7. The child’s attitude towards his parents: how he understands and experiences his position in the family : he values the family , the parents are authorities for the child.

8. None of the family has an adverse influence on the child.

9. The father enjoys great authority in the family , because he is the breadwinner of the family and solves problems that arise.

10. Parents have a sufficient level of pedagogical knowledge and use different methods of pedagogical influence . They are not very demanding of the child.

11. Family : full family .

12. Family education style: harmonious.

13. Parents’ attitude towards the child’s activities in the field of:

Education: parents monitor the child’s education, engage in his education, and develop positive skills.

Labor: parents guide the child, teach him to clean, to work, and instill self-care skills.

Leisure: parents organize leisure activities (entertainment, holidays, alleys, parks)

14. Conclusions and recommendations:

Parents have no difficulties communicating with the child, support him in new endeavors, are involved in his education, and there are some economic difficulties.

Psychological and pedagogical characteristics of a left-handed child. Preparing a left-handed child to master graphic skills MBOU “Elementary school – kindergarten No. 1 of compensatory type” Consultation for parents on the topic: “Psychological and pedagogical characteristics.

Report at the teachers' council "Clinical, psychological and pedagogical characteristics of persons with autism and autistic personality traits" Municipal educational institution for students with disabilities "Bolshekrutovo boarding school."

Characteristics of the family PEDAGOGICAL CHARACTERISTICS OF THE FEDOROV FAMILY 1. Composition of the family, education of its members, whether there was a breakdown of the family: mother, father, son, youngest.

Information for parents “Psychological and pedagogical characteristics of children of senior preschool age” Preschool childhood is an important period in the mental and personal development of a child. In domestic psychology and pedagogy they distinguish.

Pedagogical characteristics for a preschool child at PMPK (sample) Description: This material will be useful for teachers of preschool institutions. Pedagogical characteristics for a preschool child.

Pedagogical characteristics for a child attending a preschool institution Pedagogical characteristics for a child attending a preschool institution. 1. Vika Fursova, born 02/07/2010. 2. Attends.

Long-term plan “Psychological and pedagogical support for family educational initiatives” Month Topic Goal Content of joint activities with children Content of joint activities with parents Material and equipment Interaction.

Psychological and pedagogical characteristics of the Municipal budgetary preschool educational institution Kindergarten “Island”. Psychological and pedagogical characteristics on.

Psychological and pedagogical characteristics of a preschooler Psychological and pedagogical characteristics of the child Name of the institution: Date of birth: Address of child registration and actual residence:.

Article “Pedagogical culture of the family” “Raising children is the most important area of our lives. Our children are the future citizens of our country and citizens of the world. They will make history."

Experimental study of the nature of the relationship between parents and children

A high indicator of dominance in the relationships built by the subjects indicates that they have not developed effective interaction skills, which negatively affects the building of relationships in the family.

Diagnostic data showed that 19 people (91%) out of 21 (100%) subjects have an incongruent personality, and only the data of two subjects can be characterized as indicators of a congruent personality. The diagnostic results are presented in Table 2.

Family characteristics

Characteristics of V. Masha’s family

and S. Vova, 2nd grade students

Municipal educational institution "Lakhdenpokhskaya secondary

residents of Ikhala settlement, P. street 2

V.’s family is a large family. Mikhail Ivanovich and Valentina Leonidovna are raising 6 children. The family has 4 natural children Vladislav, Slava, Masha, Lisa and 2 ward children: brother and sister Vova and Sonya.

Dad Mikhail Ivanovich serves in the FSB military unit 21.21., controller of the 2nd category. Mom Valentina Leonidovna is an individual entrepreneur, seamstress.

Style of attitude towards children: respect for their interests, inclinations, creative attempts, participation in children’s free activities, development of their social activity.

Family characteristics. Sample characteristics for a family

In their activities, teachers, psychologists, and social workers are constantly faced with a variety of documentation. Every year it is supplemented and modified, and sometimes it is difficult to keep in mind all the aspects that need to be described. Family characteristics are one of these basic documents. In order not to ask questions about where to start describing a family, what data needs to be collected, in what sequence it should be drawn up and correctly formulated conclusions, you need to familiarize yourself with the structure of this document and create for yourself a sample description of the family.

Family characteristics: where to start?

Before a family profile is drawn up, you need to go through a number of preparatory steps, as a result of which information for the document will be collected:

Conduct a conversation with the student, observe his behavior, use psychological techniques aimed at studying the child’s perception of his family, and assessing the psychological climate within the family.
Visit the place of residence of the child and his family, draw up a report on the inspection of living conditions.
Talk to the parents about the relationship with the child. The degree of parental participation in a student’s school life can be assessed by their participation in parent-teacher meetings, checking his diary, and visiting an educational institution on his own initiative.

To get a more objective picture, it is better not to study the family’s place of residence alone. You can involve a representative of the parent committee, a social teacher or a psychologist (especially in the case of dysfunctional families).

Primary (formal) data about the family

The characteristics of a family should begin with basic, primary data about its members:

Full name, year of birth, education, place of work and position, contact numbers of mother, father or people who replace them.
Information about other family members (full name, relationship to the student, field of activity, contact information): grandparents, brothers, sisters and others.
Information about other people who are not family members, but live in the same house for a long time (full name, field of activity, who the other family members are, contact information).
Address where family members live.

Housing and household characteristics of the family

The next step will be a description of the living conditions in which the family lives. Based on them, you need to draw a conclusion about how comfortable it is for the child to be there, and how much his basic needs are met.

The number of rooms, the presence of a separate room for the child, the presence of a separate place for rest.
Compliance with sanitary and hygienic standards of housing: regular cleaning, cluttering of the premises, etc.
Availability of necessary furniture, space for the child’s educational or play activities, equipment and educational supplies or toys.
Conclusion about how much the place of residence influences the success of a child’s development.

Social characteristics of the family

The social and psychological characteristics of the child’s family are the most important and massive part of the entire document. Social characteristics of the family include:

Status: full-time, part-time, with many children or with one child, information about adoption or guardianship of the child.
Financial security of the family: how stable is the income, what factors does it depend on (payment of alimony, seasonal work, unemployment or disability of family members), does the child have pocket money, how well is he provided with necessary things (food, clothing, school supplies), is he experiencing family financial difficulties, how financial status affects the psychological climate in the family (satisfaction, feelings of inferiority, conflicts).
Social stability/instability of the family, tendency to addiction (alcohol, drugs, gambling) or crime.
Distribution of responsibilities and main functions (household, financial, emotional-therapeutic, educational, etc.).
Who has the formal or actual role in raising a child? It may not necessarily be performed by the same people. For example, parents working abroad are formally the educators of their child, but in fact these functions are performed by another relative (grandmother, grandfather), who is in close proximity to the child.

Popular psychology

Children who have low self-esteem are dissatisfied with themselves. This happens in a family where parents constantly blame the child or set excessive goals for him. The child feels that he does not meet the requirements of his parents. Inadequacy can also manifest itself with inflated self-esteem. This happens in a family where the child is often praised and gifts are given for little things and achievements. The child is punished very rarely, the system of demands is very soft.

guardianship is a system of relationships in which parents, while ensuring through their work that all the child’s needs are met, protect him from any worries, efforts and difficulties, taking them upon himself. It is these children who turn out to be unadapted to life in a team; children lack independence and initiative; they are somehow removed from solving common family problems.

Psychological characteristics of the family

The psychological component that includes the characteristics of a family includes the following main points:

Type of upbringing (authoritarian, democratic, liberal) and its subtypes: overprotection, connivance, rejection, demandingness, love and others.
Description of the psychological climate in the family: stability, tension, stability of the situation, prevailing emotions and states (joy, aggression, apathy, indifference, fear, calm, etc.).
The degree of interest of parents in the child’s relationships with peers, his achievements, success in educational activities.
Availability of joint activities with the child, how leisure time is spent in the family, how parents react to the successes and failures of their son or daughter.

Based on these data, we can draw a conclusion about how effective and correct the methods of raising a child are, and whether he or she has pedagogical neglect.

Psychological characteristics of parents

When describing the psychological traits of parents that influence the upbringing of a child, you should pay attention to the following:

value orientations (which areas of life are a priority for the parent);
the nature of communication with the child (authoritarianism, democracy, liberality);
method of action in conflict situations (violence, compromise, conflict avoidance);
performing the function of emotional support for the child, the degree of interest in him;
parent's character traits.

The psychological characteristics of the parent should show how emotionally comfortable the child is in the family, what example of behavior the father or mother sets for the child, and how universal human values are transmitted in the family.

Assessing the influence of the family on the child

In this block, family characteristics include data on parental participation in the child’s school life and general conclusions are drawn.

Parents can monitor educational activities constantly, periodically, or not be interested in this issue at all. They may be motivating or indifferent to the child's desire to learn and develop their interests. The frequency of attendance at meetings and the nature of the reaction to recommendations and comments from teachers (adequate and inadequate) are also different.

General conclusions are drawn based on the data obtained: how prosperous or dysfunctional the family is in material, social and psycho-emotional terms, what aspects and how they influence the development of the child, what parents or other educators will be advised to pay attention to.

The consequences of different parenting styles and how to mitigate them

The parent-child relationship is influenced by several factors:

Personal experience of raising parents themselves. In adulthood, people bring the disadvantages and advantages of the educational process that existed in childhood. For example, the appearance of younger family members was assessed as a negative phenomenon, because all the parents' attention was focused on the youngest. There is an idealization of childhood, excessive care, and a desire to prolong the child’s childhood. The result is a restriction of independence, the development of a consumer attitude and selfishness. Awareness of the mistake comes after a consultation, during which parents are advised to give more freedom to their children, understanding the difficulties encountered on the path of personal growth. Children make their own decisions, parents support them, regardless of the correctness of the choice made.
Parents' aspirations that were not realized in childhood - lack of achievements. This internal attitude hinders the child’s social adaptation; he is forced to spend more time at home and pay attention to family members. The result is that the teenager becomes distant and spends a lot of time outside the home with strangers. The psychologist’s goal is to identify parents’ children’s problems, make them aware of their own unrealized plans, and perhaps confront them with the fact that it is never too late to engage in any type of activity. This approach shifts the parents' attention to themselves, freeing the child from constant control.
Attachment. The fear of being alone forces the mother or father to demand the child's attention. Perhaps the parent spent his childhood in a single-parent family, and there was a shortage of male and female attention. The assessment of the pupil’s behavior is based on whether he creates the required emotional sensation for his parents or not. Parents need to work through this aspect, after which the relationship improves.
Personal characteristics of adults surrounding the baby. Lack of understanding and flexibility leads to conflicts in adolescence. It's time for adults to stop seeing their son and daughter as small.
A bad relationship or lack thereof with the child’s other parent can cause an internal struggle, a desire to change the person by influencing the offspring. The child does not understand what caused the behavior of, for example, the mother, he is forced to psychologically close himself off. Realizing and accepting the situation is the only way out so as not to destroy the relationship with your son or daughter.

The circumstances of the birth of a baby affect the relationship - unwanted pregnancy, difficult childbirth, long-term illness, gender discrepancy with the expected. These moments can cause alienation and rejection by the parent of the child.

Description of work carried out with the family

In this block, the profile of the student’s family includes a description of all the work that was carried out by specialists of various profiles with the family: conversations, consultations with a psychologist, social or medical worker, trainings, seminars. It is worth mentioning all the cases when and by whom home visits were carried out, whether family members themselves sought help, and what changes did (or did not) occur as a result of all the activities.

This sample family profile is the most complete because it covers all areas of life, the characteristics of upbringing and the conditions in which the child develops.

The child's relationship with his adoptive parents

To solve these problems, we prepared and carried out a methodology to identify the personal characteristics of a child (teenager, 15 years old): the Big Five personality questionnaire (authors R. McCrae, P. Costa), studied the attitude of parents towards the child using the PARi questionnaire (authors E. S. Schaefer, R. K. Bell).

The definition of “foster family” is as follows: it is a legal form of fostering children left without parental care into a family on the basis of an agreement concluded between citizens who want to foster a child and the guardianship and trusteeship authority [2].

Peculiarities of family characteristics in the work of a psychologist

In addition to the above-mentioned aspects of parenting style and psycho-emotional state, the psychological characteristics of the family can be supplemented with other data:

who serves as the head of the family (matriarchal or patriarchal decision-making style);
family structure: open (they allow other people into the family’s social circle), closed (they mostly communicate only with each other), mixed;
presence of traditions;
who and how has the greatest influence on the child in the family, to what extent his need for protection and love is fulfilled;
compatibility of family members according to basic parameters (temperament, character, orientation).

For this type of activity, it is advisable for a school psychologist to have the “Parental Attitude Test Questionnaire” method by Varg and Stolin in the arsenal of a school psychologist.

Types of family relationships

Psychologists distinguish 6 main types of family relationships:

Socio-biological;
Economic and economic;
Moral;
Legal;
Pedagogical;
Psychological

Socio-biological family relationships.

This type of family relationships is responsible for the gender and age system: fertility and hygiene, the care of parents and children for each other.

Economic and family relations.

This type of relationship is responsible for forming a family budget, earning money and caring for older and younger family members.

Legal family relations.

This type of relationship speaks about the peculiarities of the relationship between husband and wife. In addition, this type of relationship is responsible for issues of adoption and inheritance.

Moral family relationships.

This type of family relationship is largely responsible for raising children. They also influence the moral and moral values of each family member.

Pedagogical family relations.

Every parent has an educational function and passes it on to each of their children throughout their lives. The entire educational function depends on pedagogical relationships.

Psychological family relationships.

This type of relationship speaks about the psychology within the family between each member. The nature of these relationships speaks about emotions, memories in the family and the sphere of communication. In order for a family to have healthy psychological relationships, the family must be strong and support each other in everything.

Student family survey card

The description of the family may be shorter and more simplified. Its sample is a form that includes the following main points:

Information about parents and other people living with the family.
Address and general characteristics of the premises.
Social status of the family.
Material security of its members.
What kind of help is needed (material, psychological, medical).
What types of work were carried out with the family.

The survey card is also a characteristic of the family. The sample differs only in the lack of data on the moral and psychological image of the family and conclusions about the socio-psychological comfort of the student.

Characteristics of dysfunctional families

Characteristics of a dysfunctional family include the same basic data regarding age, employment, material well-being of all its members, the state of the place of residence, socio-psychological image, methods of working with the family and conclusions.

However, in this case, the emphasis is placed on what type of dysfunctional families this one belongs to, the causes of difficulties, and the features of their influence on the development and upbringing of the child. If the family is financially disadvantaged (loss of a breadwinner, having many children with the impossibility of full financial support for all members, etc.), the appropriate assistance offered is described (repairs, free meals for the child in the canteen, etc.).

If the family is socially or psychologically dysfunctional (addictions, violence, serious illnesses of significant loved ones), then the characteristics of dysfunctional families should be supplemented with information about what help was provided to the child, what services did to work with the minor to help him cope with difficult life circumstances.

Relationships between children and parents

There is a strict hierarchy in the family: adults are always considered to be right, children are obliged to unquestioningly obey all their demands and orders.
The child’s opinion is not taken into account, his interests and moods are ignored, desires and feelings are not taken into account. Parents have little interest in the child; they simply “don’t get around to it.” The child's needs, and in particular for emotional contact, are ignored. The child experiences a lack of attention, care, and warmth. It can be observed both in families with low incomes, where parents are forced to work a lot, and in very financially prosperous families, where parents, busy with their lives, perfectly dress and feed the baby, supply them with toys, but have practically no contact with him.

What does the characteristic of a student from a disadvantaged family include?

It should be added that if a specialist is dealing with a child from a disadvantaged family, the characteristics of the family itself should be followed by the characteristics of the student. This is due to the fact that such a child may experience significant difficulties in adapting to an educational institution, which will naturally affect academic performance and relationships in the team. Such a child needs special attention from the teaching staff and, possibly, assistance from related specialists.

If the characteristics of the student’s family describe in this case the causes and development of the difficulties that its members encountered, then the characteristics of the child should show how these difficulties are reflected on him. These are the prevailing mood, personality traits, motivation to study, neatness, organization, desire to communicate, having friends, discipline, attitude to assignments and social activities, attitude to criticism, status in the team, presence of bad habits and other aspects.

The characteristics of a student’s family should be a resource with which one can not only identify, but also prevent possible difficulties in the development of the younger generation.

Scientific Library of Ukraine

“Initiative is guilt.” At the same time, initiative adds to autonomy the ability to take on obligations, plan, solve new problems, and acquire new useful skills. Whether the child’s initiative prevails largely depends on how the parents relate to his expression of will, recognize and satisfy his right to curiosity, imagination, and creativity.

The orientation of society towards the development of market relations in the sphere of production, the computerization of the means of production and greater openness to the integration of other cultures into our culture put in the first place the desire of parents to see their child as a future businessman, programmer or translator. According to this, parents are concerned about instilling pragmatism, rationalism, and the will to win in their children. Often, through their behavior, they give children examples of aggressiveness, considering this to be an extremely important quality in modern living conditions (“If you don’t have time to grab something, others will do it”). At the same time, such personal qualities as kindness, the ability to sympathize and help others occupy a significantly lower place in the modern hierarchy of parental values.