Pedagogical culture of parents
Socially responsible parents spend a lot of effort to ensure that their children grow up as perfect individuals, maximally self-realized in life. However, these efforts do not always yield the expected results, which largely depends on the system of family values, the level of personal culture of each parent, including pedagogical culture.
The pedagogical culture of parents is a component of general culture, which accumulates the experience of raising children in the family accumulated by previous generations.
It is manifested in the understanding and awareness by parents of their responsibility for raising children, in their attitude towards them, in assessing their behavior, in real activity and communication with them, as well as in establishing productive ties with other educational institutions (preschool institutions, school, extracurricular institutions). For this, adults must be not only properly educated, but also pedagogically educated. Because, as psychologists say, even the most serious miscalculations of teachers do not have such a fatal effect on the development of a child's personality as the wrong behavior of parents. Therefore, parent education is necessary both for the success of the process of raising children and for the health of society.
The pedagogical culture of parents is a complex and dynamic system. It is formed by the following components:
1) pedagogical knowledge - parents' ideas about the age dynamics of a child's development, the intrinsic value of the preschool period, and the main tasks of upbringing. They are manifested in the attitude towards the child, in assessing his behavior, real activity and communication with him;
2) pedagogical and psychological competence - the ability to understand the needs of children, rationally direct efforts and means to the ability to see the prospects for the child's development;
- pedagogical reflection - the ability of parents to analyze, critically evaluate their own educational activities, find the reasons for their pedagogical mistakes;
- pedagogical empathy - empathy, adequate reaction to the actions and feelings of children.
The pedagogical culture of parents is a meaningful, and sometimes unconscious experience of one's own childhood, the result of education, self-education, and psychological development of the individual. It is especially actualized with the birth of a child, who, by his appearance in the world, his steps into the world and through life, stimulates the rapid development of the pedagogical culture of parents. Often, parents reach the necessary level of pedagogical culture in their development when their children become adults, comprehending their own mistakes, errors, and unrealized opportunities. This once again confirms the importance of the role of grandparents in directing the process of raising children in the family, imposes a special responsibility on employees of preschool institutions for working with parents of children regarding the enrichment of pedagogical knowledge and the improvement of pedagogical culture. The introduction of an individual to pedagogical culture begins already in his preschool years, when he receives the first lessons of upbringing in his family and preschool institution, at a subconscious level mastering the methods of pedagogical influence. Thus, the preschool institution together with the family forms the future family member, while simultaneously carrying out work on the pedagogical education of parents.
The initiator and organizer of effective interaction with the family is the preschool institution. This interaction is subordinated to the interests of the child's development, in each specific case it is determined by its characteristics and the characteristics of the family in which it is raised. It requires specific knowledge, tact, and high socio-pedagogical culture of its participants - parents and educators.
Pedagogical education of parents is designed to enrich family upbringing, to contribute to the strengthening of all its links, primarily pedagogical competence. Special responsibility lies with teachers regarding the pedagogical education of those parents in whose families children with developmental disorders are raised.
The general direction of interaction between the family and preschool institutions is the pedagogization of family relationships, as well as the emotional enrichment of the kindergarten atmosphere. This process has multidirectional enriching effects on parents, their children, and teachers.