Parent Child Relations

Parent-child relation is a special topic of conversation. However, we decided to raise this topic just now, talking about teenage problems. Indeed, in this period, relationships with parents are extremely contradictory:

– on the one hand the teenager has a need for love, attention, support from the parents;

– on the other – the need for emancipation (emancipation, control);

– and third, a commitment to peer relationships (equality in rights and different responsibilities, the need for autonomy).

 

How all of these “requirements” will be combined in the relationship, and how the parents themselves want to build a relationship with your child, it is possible to allocate following styles of the parent-child relationship provided for the post by International Adoption research blogger and columnist.

3 thoughts on “Parent Child Relations

  1. The construction of a system of kinship as the primary social ties, primarily based on reproductive function, one of the most important conditions for the implementation of which was physical and mental health of future children with further opportunities for learning and socialization. Obviously, this condition fully can only be performed with adequate choice of each other expectant parents. On this choice, perhaps empathic effect and color as the archetypal fixed concept, modeling the main components of the intellects of each other in order to create lasting ties, that is interdependent the survival of individuals (recreation, etc.) and reproduction of the species (healthy offspring). We will assume this choice was determined by the gender characteristics of the partners and produce the kind of optimal system. Then arose and the cultural need for the canonization of qualitative properties of gender in color (not limited-verbal, and ideally psychological) concepts. This empathic choice could affect subject color (preferences, clothes, etc.) as a marker of gender the concept of color, which modelled partners main components of the intellects of each other.

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  2. These qualities the teacher must acquire in the learning process, pedagogical College, in the University, the Institute of training and through self-education.
    Speaking about the readiness for educational activities that highlight the basic skills of a teacher:
    1. Predictive skills
    This group includes the ability to define and accurately to formulate specific educational objectives in daily teaching activities; to formulate short, long and medium objectives of education; to carry out the current and perspective planning of educational work; to predict the optimal development and education of students; to design the identity of the student and implement an individual program of education; to predict possible difficulties and errors of education, to anticipate a particular situation; to predict the results of educational work, the level of politeness of the person and team.
    2.Organizational skills involve the ability to carry out pedagogical supervision over educational activities; to organize children’s activity aimed at fulfilling assigned tasks; to organize educational process as a whole, to possess new technologies of education; to include in vigorous activity for all children, encourage their creativity and initiative; organize own behavior, creatively and efficiently allocate your time.
    3.Communicative skills include the ability to communicate with children, to find a common language with the learner; to establish a pedagogically appropriate relationships with students, parents, colleagues and to cooperate with public organizations; to develop a workplace attitude of students, attitude of cooperation, willingness to share solutions to real problems; to implement a democratic style of communication; to apply various types of pedagogical technique, to control the emotional atmosphere of the team; to form communicative skills in pupils; to develop positive perception any child.
    4. Ability to implement creative activities consist of the abilities to transform educational ideas and solutions; justify decisions; to formulate problems and generate ideas; to know the methods of organization of educational Affairs; to own improvisation, theater pedagogy, the original techniques and methods of education, to develop artistic and creative abilities; develop a sense of a new, effectively apply the experience.
    5.The ability to implement individual approach. This group of skills involves the systematic study of individual characteristics of student; development of positive individual characteristics; selection and justification of techniques and methods of interaction with differentiated group and individual students; assist students in correcting their behavior; the analysis of the results achieved through the introduction of a diagnostic card of the student.
    6.Skills of research activity. It has the ability to analyze the educational situation of the school, to find the theoretical, research-based solution; to justify the research problem, the use of psycho-pedagogical and methodological literature and documents in the field of education to upgrade the educational process; to summarize and rethink the experience; analyze the real social phenomena and perceive their significance in relation to educational activity; to know the methods of scientific research; to conduct a pedagogical experiment, aimed at clarifying and corrections to certain problems of education; to define and analyze the initial level of development and upbringing of an individual; to diagnose changes in the level of development and good breeding of the personality; to study the interests, abilities of students to analyze the motives of actions and activities.
    Any teacher concerned about its effectiveness. Especially problematic is the issue when it comes to educational activities. To determine the effectiveness of educational activity is impossible without the study results, as efficiency is determined by the ratio of the set goals, i.e. the expected result and actually achieved. In evaluating educational activities an integrated approach is needed (different sources). It is very important to take into account the views of students about the quality of educational work, as well as how they like to communicate with the teacher in the educational process. An equally important source of information about the activities of a teacher is the quality of educational work (lessons, activities, etc.), the use of new forms of organization and new educational technologies. A significant impact on the efficiency of educational work provides methodological support, which also implies the presence of materials on the synthesis of advanced pedagogical experience and recommendations for their use, recommendations on specific forms of educational work, the availability of diagnostic cards and other analytical materials. The hardest thing in the assessment of the educational activity -the end result (the nature of value orientations, emotional saturation of life of a group of children, the health of the child in collective, creative community educators, etc). We cannot exclude also the opinion of the administration about the quality of the educational work of the teacher. The accounting and assessment of quality of educational activity allows to achieve high results in education. In actual practice, this will ensure the relevance of the educational work of every teacher new tasks.
    Summarizing all the above, let us formulate the main objectives of the training and retraining of persons engaged in the education of the younger generation:
    the development of interest in educational activities, motivation and values social and emotional relationships;
    the formation of the professional installation on the mastery of educational skills;
    development of creative abilities;
    the formation of such professionally important qualities as: high civic engagement and social responsibility; love of children; spiritual culture; the desire and ability to work with others; high level of professionalism, readiness to creation of new values and adoption of creative decisions; capacity for empathy; the ability to reflect; creativity – creative ability; emotional balance; self-confidence; the ability to create positive reinforcement for self-education students.

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  3. The self-evaluation is analytical, prognostic, organizational and communication skills teachers of schools of the Republic of Mordovia showed that about 61% of the teachers have difficulty in the diagnosis of individual and collective, 48% have difficulty carrying out individual work with children, 62% do not know how to analyze their work,64% have difficulty in the design and planning of the development of personal qualities of the student. All this indicates the failure of constructive and organizational skills, a weak orientation to the study of individual and age peculiarities students, to work with them, the lack of readiness of a package of diagnostic techniques to determine the level of politeness and personal development. The conducted research allows to assert that the highest level of craftsmanship can only be achieved by those teachers who do not experience difficulties in analysing their activities and activities of colleagues and students. Thus, it can be argued that success is based on knowledge of regularities of the pedagogical activity and mastery of the ways of organizing and analysis.
    Implementation of new conceptual approaches to education is possible provided essential increase of level of pedagogical culture, professionalism and personal responsibility of the teacher. In this regard, the acute question about the readiness of the pedagogue to educational work. The analysis of theoretical approaches Belozertseva, E. P., G. A. Bokareva, I. A. Kolesnikova, V. A. Vol, V. V. Serikov to this notion allows the identification of common provisions. Readiness to educational work:
    the system of knowledge, abilities and skills for educating students;
    the motivational-value attitude to education;
    continuous development of the necessary personal qualities and educational skills;
    the ability to build a methodology of educational work with students using new technologies of education;
    improvisation in the field of education, self-realization based on internal professional motivation;
    reflection of his personal and professional conduct.
    On this basis, the main directions of professional development of teachers define:
    a systematic study of each pupil at all stages of its life, the consciousness of the necessity of the constant reference to modern complex of knowledge about man, which forms the basis of understanding of the child as being multi-dimensional, multi-faceted, versatile;
    the formation of readiness of the teacher to perceive the child as a value in itself as a bearer of socially-valuable relations, as an individual with unique originality traits and qualities, freely manifesting his personal “I”;
    mastering the basics of practical and social psychology;
    formation is a continuing need in the scientific understanding of pedagogical reality, which requires innovative educational technologies, willingness to accept responsibility for pedagogical innovation, the pursuit of novelty;
    the acquisition of knowledge of Russian and international regulations on children’s rights, judgments and decisions on education;
    the awareness of being not only a subject teacher, but first and foremost a teacher, in the main professional purpose of a teacher;
    creating in an educational institution environment, where it would be well for every child and adult, it is necessary to create moral and legal space in educational activity;
    the mastery of psychological impact, the ability to organize a team of students, a fun activity children.

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