Psychological portrait of a child of senior preschool age from a dysfunctional family. Psychological and pedagogical features of preschool children from prosperous and dysfunctional families Levels of the form of communication of a child from a dysfunctional family

Conspiracies
22.11.2020

Children from dysfunctional families are classified as children at risk. Domestic and foreign scientists note a wide aspect of the problems of children of the "risk group" of different ages and different social status. Trouble in the family to one degree or another almost always leads to trouble mental development child

Alcoholic parents are unable to create for the child the necessary conditions for full development. Violations in the emotional, personal sphere, behavioral disorders leave their mark on the further development of full-fledged relationships of the child in society.

In a family where there is a patient with alcoholism, all its members are in constant stress. A child in such a family, as a rule, is not needed by anyone, left to himself. Children learn to hide their emotions, to keep everything in themselves, not to tell their parents anything. All this is a heavy burden on the children's shoulders and accompanies his entire future life. Preschool children from alcoholic families due to unfavorable conditions of upbringing or lack thereof, experiencing various negative experiences, enter into adult life completely unprepared, cannot adapt in a peer group and experience great difficulties in communication.

In the psychological literature, the results of studies on the emotional sphere of preschool children are quite widely presented. However, the problem of violation and correction of emotions in children has not been sufficiently studied. preschool age from disadvantaged families. These children need a specially organized psychological help which provides for taking into account age-related, individual characteristics, a properly organized approach to them, which creates conditions for a full-fledged mental development.

The purpose of the work is to develop and test a correctional and developmental program emotional sphere children of senior preschool age brought up in dysfunctional families.

Correctional work with children should be based on the principle of unity of diagnostics and correction. Therefore, the ascertaining stage of the study was aimed at identifying the characteristics of the emotional sphere of children from dysfunctional families.

The study was conducted on the basis of the rehabilitation department of the children's hospital and on the basis of a mass kindergarten. We studied children of older preschool age who are in the hospital for social reasons. Most often, the children were brought by the police and social workers. Children were seized from a family of alcoholics who at the time of the seizure were in a state of alcoholic intoxication and could not conscientiously and efficiently fulfill the duties of parents. Children were admitted to the hospital hungry, unwashed, sometimes dressed inappropriately for the weather. During treatment, parents could visit their children only in the presence of medical personnel.

To study the characteristics of the emotional sphere of preschoolers, we conducted a comparative study between children from prosperous and dysfunctional families. The main methods used were projective drawing tests (family drawing and "Cactus"), Wagner's hand test, "Metamorphosis" technique, anxiety test by R. Temple, M. Dorka, V. Amen. Diagnostics was also carried out family relations with the help of a questionnaire for parents of the E.G. Eidemiller DIA, a family drawing, and a social passport was compiled for each child.

The results of the study showed that in children brought up in dysfunctional families, the emotional sphere really suffers to the greatest extent. Such children are more characterized by aggressiveness, difficulties in communicating with peers and adults, self-doubt, anxiety, conflict, hostility. Such children, as a rule, are not satisfied with the family situation, they lack interpersonal ties between family members. Children, as a rule, did not comment on the process of drawing. In the process of drawing their family, children tend to isolate themselves from the rest of the family, while the family is not united by a common activity. According to the results of the anxiety test, most children from dysfunctional families have a high level of anxiety, more than 50%. According to the results of the Cactus projective methodology, the number of indicators of aggressiveness in children from dysfunctional families is significantly higher than in children from prosperous families.

When analyzing the drawings of children from a prosperous family, a favorable situation is clearly reflected. Revealed in the drawings low level anxiety. Indicators such as conflict, feelings of inferiority and hostility in a family situation, aggressiveness are much lower than the indicators of drawings of children from dysfunctional families. Children are more likely to use bright colors, the drawings are distinguished by their plot, the clarity of details.

According to the results of the anxiety test, children from well-to-do families have an average anxiety level of 20-50%.

An analysis of the results of the "Hand" test showed that children from well-to-do families are dominated by attitudes towards social cooperation aimed at interpersonal contacts, while aggressive and dominant tendencies predominate in children from disadvantaged families. Aggressive behavior, as a rule, is verbal in nature, directed at others.

An analysis of intra-family relations revealed that well-to-do families have a generally harmonious type of upbringing, in dysfunctional families there are such types of disharmonious upbringing as dominant hyper-protection, indulgent hyper-protection and hypo-protection.

According to the results of the diagnostic study, a correctional and developmental program "Let's live together" was compiled and tested. The aim of the program was to develop the emotional sphere of children.

The program is built taking into account the basic principles correctional and pedagogical activities. At the first stage of work, children from dysfunctional families were insecure, anxious, and refused to interact with other children. However, in the course of subsequent classes, the children became bolder, began to show interest and curiosity. At the final lessons, all children from dysfunctional families were active, communicated independently, and showed initiative.

The content of the classes included games and exercises to familiarize children with the main positive and negative emotions, the development of the ability to correctly express their emotions and feelings through facial expressions, the development of expressiveness of gestures, the removal of psychomuscular tension, understanding the emotional state of each other, the ability to work together, helping each other. Classes were accompanied by bright visualization, elements of art therapy.

The program is presented as a series of sequential steps. Each step is one or more classes united by one topic. The number of lessons in each step is determined by an adult (psychologist, teacher), focusing on the age of the children, the speed and depth of mastering new material.

The most important condition for the effectiveness of such classes is the voluntary participation of children in them. Do not evaluate children, do not seek the only correct, in our opinion, answer. Toddlers are easily infected by other people's emotions, therefore, in order to interest them in their activities, you need to get carried away yourself. Classes should not tire, therefore, if the children are tired, it is necessary to interrupt it. Each lesson should end with something joyful, cheerful, positive (especially if the lesson was, for example, about fear or greed). Between classes, it is necessary to draw the attention of children to their actions, emotions and those around them, thereby consolidating the material covered.

At the end of the correctional work, a control stage of the study was carried out. Comparison of the results of ascertaining and control studies showed that as a result of the correctional and developmental work, the emotions of children experimental group somewhat changed, moved in a positive direction. In children from dysfunctional families, indicators of anxiety, hostility and conflict decreased, and indicators of a favorable family situation improved. Children's drawings began to take on a more joyful and light color, the plot and content of the works began to change for the better. The children commented on the drawing process more actively and were more often satisfied with their results. However, according to the methods of "metamorphosis", "cactus", "Wagner's hand test", the level of aggressiveness did not change, but attitudes towards social cooperation and dependence on interpersonal relationships began to prevail.

During the study, children became more active, smiled more often, became more confident and independent. When communicating, they made contact much faster, were more open and talkative. However, the benchmarks are still not high enough, which indicates the need to continue corrective and developmental work, showing patience and perseverance in search of directed influences, in search of those game methods that the best way contribute to the goals of correction.

The foregoing indicates the need for a comprehensive study of dysfunctional families, an analysis of the atmosphere within the family and parent-child relationships. It is necessary to involve narrow specialists, cooperate with social educators, involve parents in remedial classes, which will contribute to the formation of a better mutual understanding between children and parents.

Bibliography

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2. Izotova E.I., Nikiforova E.V. The emotional sphere of the child: Theory and practice: Proc. allowance for students. higher textbook establishments. - M .: Publishing Center "Academy", 2004.

3. Mastyukova E.M., A.G. Moskovkin. Family education of children with developmental disabilities: Proc. allowance for stud. higher educational institutions / Ed. IN AND. Seliverstova.- M.: Humanit. ed. center VLADOS, 2003.

4. Panfilova M. Graphic technique "Cactus"//. Hoop. 2000. No. 5.

5. Semago N., Semago M. Theory and practice of assessing the mental development of a child. - St. Petersburg: Speech, 2011.

6. Furmanov I.A. Children's aggressiveness: psychodiagnostics and correction / I.A. Furmanov. - Minsk: Ilyin V.P., 1996. - 192 p.

7. emotional development preschoolers: Textbook for students of higher educational institutions / A.D. Kosheleva, V.I. Pereguda, O.A. Shagraev; Ed. O.A. Shagraeva, S.A. Kozlova. - M.: Academy, 2003. - 176 p.

The impact of dysfunctional families on the development of children

The emotional-volitional sphere of children from normal and dysfunctional families differs significantly. Children from dysfunctional families are characterized by a pronounced state of uncertainty, insecurity and hopelessness. Psychodiagnostic data confirm that they have anxiety, conflict, feelings of inferiority, which significantly hinders their personal and, especially, communicative development. Trouble in the family almost always leads to disturbances in the mental development of the child, and not so much in the intellectual sense, but in terms of disharmony in the maturation of the emotional-volitional sphere.

 children are forced to hide their true feelings and experiences in order to be accepted by adults; they are not aware of their feelings, they do not understand what their cause is and what to do with it, but it is in accordance with them that they build their lives, relationships with other people, with alcohol and drugs; children carry their emotional wounds and experiences into adulthood, often becoming chemically dependent, and they again have the same problems that they had in the house of drinking parents;

 children feel emotional rejection of adults when they make mistakes due to imprudence, do not live up to the expectations of their parents, openly show their feelings and declare their needs; children, especially older ones in the family, are forced to take responsibility for the behavior of their parents;

 parents may not perceive the child as a separate being with its own value, believing that the child should feel, look and do the same as they;

 The child's self-esteem may depend on the parents, they often treat him as an equal, not giving him the opportunity to be a child.

No less dangerous are families with a violation of parent-child relationships. In them, the influence on children is manifested not directly - through patterns of immoral behavior of parents, as happens in "alcoholic" families, but indirectly - as a result of unhealthy relationships between spouses, which are characterized by a lack of mutual understanding and mutual respect, chronic emotional alienation and the predominance of conflict interaction.

Regardless of whether the conflict family is noisy, scandalous, in which raised tones, irritability become the norm for adult communication, or quiet, where marital relations are characterized by complete alienation, the desire to avoid any interaction, it negatively affects the child's emerging personality and can cause various asocial manifestations in the form of deviant behavior.

in conflict families often there is no moral, psychological support. Also a characteristic feature of conflict families is a violation of communication between its members. As a rule, behind a protracted, unresolved conflict or quarrel, there is an inability to talk to each other.

Conflict families are more "silent" than non-conflict ones, in them spouses exchange information less often, avoid unnecessary conversations, in such a family they will quarrel, let off steam, for some time they will receive emotional discharge, and then again each on his own. Here, “we” almost never sounds, they prefer to say only “I”, which indicates the psychological isolation of marriage partners, their emotional disunity. And finally, communication with each other is built in a monologue mode, reminiscent of the conversation of the deaf: everyone says his own, the most important, sore, but no one hears him - the same monologue sounds in response.

Children who have witnessed numerous quarrels of their parents get an unfavorable experience in life. Negative images of childhood are harmful, they cause thinking, feelings and actions already in adulthood. Therefore, parents who do not know how to find mutual understanding with each other must remember that children should not be drawn into family conflicts. You should think about the problems of the child at least as much as about your own.

A kind of indicator of family well-being is the behavior of the child. Consequence family education in a dysfunctional family quite often becomes pronounced egoism, arrogance, intolerance, difficulties in communicating with peers and adults. As noted above, in a child from a dysfunctional family, the emotional-volitional sphere suffers the most. At the same time, he tries in every possible way to resist, "adapt", somehow survive. A common form of psychological defense of a younger student is denial. It operates at the level of regulation of the mechanisms of perception, which should ensure adequate perception of information about external events and the participation of the individual in them. Activation of denial distorts incoming information by selectively blocking unnecessary or dangerous information that threatens the psychological well-being of the child. Outwardly, such a child gives the impression of being extremely absent-minded and inattentive when communicating with parents and teachers, when they demand an explanation from him about his faults.

 fear of adults, constant tense expectation of a blow, insults;

 low mood, which in children is manifested by a sad expression on the face, anxiety, indifference to the environment; in older children

 depression, sleep disorder, appetite disturbance;

 restlessness, inability to focus on something interesting;

 self-doubt, inadequate self-esteem;

 aggressiveness, cruelty towards other children or animals;

 excessive compliance, obsequiousness and fawning;

 poor performance, difficulties in mastering the school curriculum.

Psychological features junior schoolchildren from disadvantaged families

1. High level of aggression in all respects. These children tend to exaggerate the aggressiveness of their peers and, accordingly, respond to apparent hostility with aggressive actions. Subjects with a high level of reactive aggression easily become angry and retaliate when children are teased or threatened. They almost always claim that others are to blame for the quarrel or fight. When a peer accidentally hurts a child (for example, bumps into him), he assumes that the peer did it on purpose, and therefore reacts excessively angrily, starts a fight. Children with a high level of aggression threaten or intimidate others in order to achieve their goal.

They often use direct aggression. They choose one permanent victim for their aggressive actions - a weaker peer who is not able to respond in kind.

2. High level of school anxiety. Children experience social stress, frustration of the need to achieve success, they have a fear of self-expression, fear of situations of knowledge testing, fear of not meeting expectations, problems and fears in relationships with teachers.

3. High level of personal anxiety. This causes a lack of confidence in their abilities in communication, forms a conflict relationship. Children interpret most everyday life situations as threatening, dangerous, for no apparent reason.

4. Low self-esteem. Such children have a low level of claims, self-doubt and fear of failure - it is easier for them not to do it, not to take risks, so as not to experience failure later. Therefore, they more often choose easy tasks, as if they cherish their success, because of this they are afraid of the educational activity itself.

The future of each person depends on the family in which he grew up. Development, upbringing, health, thinking and much more are laid here. It depends only on the family how the child will grow up, what his views on life will be. All this comes first of all from the closest and dearest people - parents. It is they who should teach the child to love work, treat others well, nature, be independent and behave adequately.

Parents are the first people who pass on experience, knowledge and skills to their children. However, there are kids who know what a dysfunctional family is. Why is this happening? What should children from dysfunctional families do?

Family as a factor in education

Factors of education are not only positive, but also negative. Their difference lies in the fact that in some families the child is controlled and spoiled in moderation, brought up both in severity and affection, they do not offend, protect, etc. Other families cannot behave like this. There are constant screams, quarrels, reproaches or assault.

Any child who grew up in cruel conditions does not understand and does not know another life. That is why he becomes a copy of his parents, continuing to build his life only as he saw for a long period. There are, of course, exceptions, however, according to statistics, this is a rarity. Dysfunctional families need to pay attention to everyone around. After all, the future of children depends on them.

The family is the first place where children acquire experience, skills and abilities. Therefore, parents need to pay attention first of all to themselves and their behavior, and not to the child, who so far only watches adults and learns good or bad from the people closest to him.

Only looking at mom or dad, children can see the positive and negative aspects of life. Therefore, everything depends not so much on the child as on the parents.

Not only a bad example is set by adults. There are times when children are overprotected, which causes the destruction of the family. Then the intervention of a psychologist is also necessary. Such children do not know how to live in society, they are used to being never refused. Therefore, they have problems in communicating not only with their peers, but also with those around them in general.

Causes of dysfunctional families

The characteristic of a dysfunctional family is an unfavorable psychological climate, underdevelopment of children, violence against the weaker ones.

The reasons for this are different:

  1. Unbearable living conditions, lack of finances, which leads to malnutrition, poor spiritual and physical development of the child.
  2. There is no relationship between parents and children, they do not find a common language. Adults often use their power and try to physically influence the child. This leads to childish aggression, isolation, alienation. After such upbringing, only anger and hatred for relatives appears in children.
  3. Alcoholism and drug addiction in the family leads to abuse of the younger ones, which is a bad role model. Often the child becomes the same as the parents. After all, he did not see another relationship.

Thus, the factors influencing the emergence of a dysfunctional family are material and pedagogical failure, a bad psychological climate.

Types of dysfunctional families

Families in which the relationship and adequate behavior are disrupted are divided into certain types.

  • Conflict. Here, parents and children constantly swear, they don’t know how to behave in society, they don’t find compromises. Children are brought up only with the help of swearing and assault.
  • Immoral. There are alcoholics or drug addicts in these families. They do not know what moral and family values ​​are. Children are often bullied and humiliated. Parents do not educate and do not provide the necessary conditions for normal development.
  • Problematic. In such families, adults do not know how to raise a child. They have lost authority or are overprotective of their children. All this affects the further disorder of the child in life.
  • Crisis. There is trouble here due to several factors: divorce, death, teenage children, problems with finances or with work. Having survived the crisis, the family is restored and continues to live a normal life.
  • Antisocial. These are cases when parents, using their power, mock children. They forget about moral and ethical values, do not know how to behave in in public places. Such parents often force their children to beg or steal because they do not want to go to work. There are no life rules for them.

Any of these categories obviously forms in children different types deviations. The result is deplorable: the child does not know how to behave with others, he does not know what love is, a heart-to-heart conversation with relatives and friends. This is a dysfunctional family that needs attention.

Most often, in such families, there is complete unsanitary conditions, the financial situation leaves much to be desired, the children are starving, suffering not only physically, but also psychologically. The characteristic of a dysfunctional family is disappointing, so you need to pay attention to it and, if not too late, help get out of this situation.

How to identify a dysfunctional family

It is not always possible to immediately determine which one or another family. Children are well dressed, cultured, parents look normal. But what is going on in the soul of a child, not everyone knows. That is why in the modern world you can see a psychologist who works with children in every educational institution. And that is not all.

When a child goes to kindergarten or school for the first time, at the beginning school year information is collected about each family. That is, a commission is being created that visits the apartment where the child lives. The conditions of his life are examined, communication with parents and children is carried out.

Adults (teachers or psychologists) conduct tests, talk with a child without relatives. Educators and teachers communicate daily with the wards, especially if these children are from dysfunctional families.

Always pay attention to the appearance or behavior of the child. Most often, these factors speak for themselves:

  • The child comes to school every day tired and sleepy.
  • Appearance leaves much to be desired.
  • Frequent loss of consciousness due to malnutrition. Such children at school or kindergarten constantly want to eat in order to catch up with their own.
  • Growth is not according to age, speech is neglected (does not speak at all or very poorly, indistinctly, incomprehensibly).
  • Fine and gross motor skills do not work. Slowness in movements.
  • Very much asks for attention and affection, it is clear that he does not receive them.
  • Aggressive and impulsive child abruptly changes to apathetic and depressed.
  • Ability to communicate with both peers and adults.
  • Hard to learn.

Very often, children from dysfunctional families are physically abused. Finding this is even easier. As a rule, the guys show signs of beatings.

Even if they are not, then it can be seen from the behavior of children. They are afraid of even a wave of the hand of the person standing next to them, it seems to them that they will now be beaten. Sometimes children transfer their anger and hatred to animals and do with them the same thing that mom or dad does with them at home.

Identification of dysfunctional families helps to get rid of addiction. An educator, teacher, psychologist turn to the head or director, and they, in turn, to the social service, where they should help adults and children.

Health of children from dysfunctional families

Emotional disorders, heart failure, behavioral disorders, psychological instability - all this appears in a child with improper upbringing. Any unfavorable family situation destroys health. In rare cases, stress can be removed, but most often children grow up with a variety of deviations.

Some children suffer from pathologies in the future due to poor nutrition. internal organs others develop nervous diseases due to abuse. The list of diseases is huge, it is impossible to list all of them, but many people's health deteriorates from an early age. That is why children are trying to protect the guardianship and social services.

As a result, in such children, the central nervous system. Often you can find diseases such as cardiopathy, disorders of the muscular system, problems with the respiratory system, gastrointestinal tract, urinary tract, cerebral vessels, and much more.

Every child who grows up in a dysfunctional family has a deviation in health. It's not only physical development but also moral. These children do not eat well, sleep poorly, grow up and get sick very often. colds. After all, their immunity leaves much to be desired.

Not only those children who grew up in a family of alcoholics and drug addicts get sick. You can often meet a mother who has had syphilis, hepatitis, HIV, etc. Surveys show that most children are carriers of these ailments. They are treated for a long time and not always successfully, since such diseases are congenital.

Problems in dysfunctional families

What to do if it is dangerous for a child to live in the bowels of the family? Of course, he is sent for a certain time to the inpatient department of a special institution. He stays there as long as social workers work with the parents and try to help.

There are a number of problems for both children and parents. Very often you can see homeless children who look like homeless people. In fact, that's the way it is. After all, it is easier for a child to spend time on the street. There they are not beaten or offended, which is very important for children at any age.

However, there is a basic problem that any social worker is powerless to face. In many families, their trouble is a normal phenomenon that has become chronic. Mom, dad or other relatives do not want to change anything. They are satisfied with everything. Therefore, not a single person will be able to help such a family, since its members do not want it. For something to happen, you need to really want it. The problems of dysfunctional families must be addressed immediately after they are identified, and not wait until adults and children themselves take up their minds.

The most acute problem appears when the child grew up in such a family, he does not know another life, therefore, following the example of his parents, he continues to behave in exactly the same way as they do. This is the worst. That is why dysfunctional families progress. There are more and more of them every day.

Difficulty of working with disadvantaged families

Very often it is difficult for social services to work with families where trouble has been identified. First of all, it is necessary to pay attention to the closeness and isolation of these people. When psychologists or teachers begin to communicate with adults and children, they see that they do not make contact. The deeper their trouble, the more difficult the conversation becomes.

Parents of dysfunctional families are hostile to those people who try to teach them about life. They consider themselves self-sufficient, adults and do not need support. Many do not realize that they need help. As a rule, parents themselves cannot get out of such problems. However, they are not ready to admit that they are defenseless.

If adults refuse help, then they are forced to listen to others with the help of not only social services, but also the police, guardianship and guardianship authorities, psychiatrists and medical centers. Then parents are forced to be treated, and often they can no longer refuse. In such cases, children are taken to orphanages. The team continues to work separately with adults and the child.

Social assistance to disadvantaged families

People who find themselves in a difficult life situation need help. However, not everyone admits this. The most important task of social services is to provide the family with everything they need as much as possible. Some need to be given psychological support, others - material, and others - medical.

Before you come to the rescue, you need to establish whether you really have a dysfunctional family in front of you. To do this, workers of versatile social services begin their work with adults and children.

If something was suspected, but no specific facts were revealed, then it is necessary to contact the neighbors, who, most likely, will tell everything that is necessary about this family.

Then experts pay attention to educational measures for children. Consider the positive and negative sides. Social workers should be tactful, courteous and friendly. This is necessary in order for all family members to reveal themselves to them as much as possible.

If the family has problems due to lack of finances, then an application is submitted for consideration of assistance in this direction. Drug addicts and alcoholics are forcibly sent to treatment, and in the meantime, children are taken to an orphanage for temporary state care.

If there is abuse in the family, then psychological intervention is needed. Professionals often seek positive results if violence is detected early.

After forced measures to work with the family, social service workers analyze the effectiveness of rehabilitation. For a certain time they observe the parents and the child, their relationships, health, development and labor activity.

Help for disadvantaged families is needed for a long time. If you involve the whole team: psychologists, teachers, police and social services, then you can find out why this family has a problem. Only then is it possible to help and support these people.

You don't have to turn down help, because this moment is a way out of a difficult situation. Many families are rediscovering themselves. Trying to lead healthy lifestyle life and teach their children to it.

Working with children from socially disadvantaged families

Often you can observe children who have poor academic performance, low self-esteem, aggressiveness, shyness and bad behavior. This is due to conflicts in families, neglect, physical or psychological abuse. If teachers notice this in their students, it is necessary to notify certain services that deal with such issues.

Troubled families at school a big problem. After all, children learn not only bad things, but also good things. Therefore, it is necessary to monitor a child who does not know how to behave and communicate normally. After all, he will teach other children everything that he himself knows how to do.

Such children need support, kindness, affection, attention. They need warmth and comfort. Therefore, we cannot close our eyes to this phenomenon. The educator or teacher must act in the interests of the child. Because there is no one else to help him.

Very often you can observe teenagers who behave horribly just because they understand that they will not get anything for it. Why does stealing or drunkenness begin at 14, or even at 12? These children do not know that there is another life where they can be more comfortable.

A teenager from a dysfunctional family becomes the same as his parents. Most often this happens due to the fact that such a family was not found in time, social services did not know about it and could not help at the right time. That is why we should expect that another such dysfunctional family will soon appear. A child will grow up in it who will not learn anything good.

All people who see that children from socially disadvantaged families are nearby are required to pay special attention to this and report to special services.

Conclusion

After the above, we can conclude: if socially disadvantaged families are identified in time, then serious problems with both adults and children can be avoided in the future.

Initially, the condition of the parents and their child is determined. Specialists establish features of behavior, training, socialization and much more. Assistance is offered to families as needed. If it is refused, then it is necessary to apply coercive measures to parents, as well as their children. It can be treatment, education, etc.

At the first stage, specialists pay attention to living conditions: where children play, do their homework, do they have their own corner for recreation and entertainment. At the second stage, they look at life support and health: whether benefits or subsidies are issued, how each family member feels.

The third stage is educational. Here attention is focused on the emotions or experiences of both the family as a whole and each of its members individually. If physical or psychological traumas are found in children, they are easier to eradicate at an early stage of development.

At the fourth stage, attention is paid to the education of children. How they do it, how well parents monitor it, what academic performance. To do this, a cross-section of knowledge is carried out, where an omission in studies is revealed, then additional individual lessons are offered for those students who do not keep up with the school curriculum. In order for children to enjoy studying, it is necessary to encourage them with letters and praise.

First of all, you should organize the leisure of children. To do this, they need to go to circles: dancing, drawing, chess, and so on. Of course, it is necessary to control their visit.

The situations of dysfunctional families are diverse. Some suffer because of frequent conflicts, others experience material difficulties, others are addicted to alcohol and drugs. All these families need help. Therefore, social workers, police, guardianship and guardianship services come to them. They work as a team to help those in need.

However, it is always necessary to remember that it is much easier to achieve results when adults and children themselves want to change their lives for the better. If you have to work with your family forcibly, then the help will be delayed for a long period. That is why a qualified specialist who can easily find a common language with both parents and children should deal with people.

INTRODUCTION 3

Chapter 1

1.1. Problems of work of an educator with a child of senior preschool age from a dysfunctional family in psychological and pedagogical research. 5

1.2 Psychological portrait of a child of senior preschool age from a dysfunctional family. 10

1.3 Conditions for the development of the personality of a child of senior preschool age from a dysfunctional family. 22

CHAPTER 2. EMPIRICAL INVESTIGATION. thirty

2.1 Diagnosis of the level of development of a child of senior preschool age from a dysfunctional family. thirty

2.3 Pedagogical technology of the teacher's work with the child. 60

2.4 Results of the empirical study. 74

CONCLUSION. 82

REFERENCES.. 84

APPENDIX 1. 86

APPENDIX 2. 88

APPENDIX 3. 90

APPENDIX 4. 96

INTRODUCTION

Relevance of the study: due to the contradictions between the need for a favorable moral and psychological climate in the family for the development of the child and its absence in dysfunctional families.

Research problem: what are the features of the work of a teacher with a child of senior preschool age from a dysfunctional family

Recently, the family, and especially the dysfunctional one, has become the subject of research by foreign and domestic scientists. The modern family is in a state of crisis, which is accompanied by such processes as: a drop in living standards, a sharp increase in the number of divorces and family conflicts, a drop in the birth rate, a decrease in its pedagogical potential and the possibility of forming a full-fledged personality of a future member of society.

Trouble in the family leads to mental traumatization of children, aggressiveness, imbalance in the sphere of communication, an increase in the number of offenders, and pedagogical neglect.

Object of study: the work of a teacher with a child from a dysfunctional family

Subject of study: features of the work of a teacher with a child of senior preschool age from a dysfunctional family

The purpose of the study: to identify the psychological and pedagogical conditions for the effectiveness of the work of a teacher with a child of senior preschool age from a dysfunctional family

1. Conduct an analysis of the literature on the research problem

2. Make a psychological portrait of the personality of a child of senior preschool age from a dysfunctional family

3. Select and test the content of classes with children of senior preschool age from a dysfunctional family

Hypothesis: The work of a teacher with a child of senior preschool age from a dysfunctional family will be effective if the following conditions are met

1.2 Features of children from socially disadvantaged families

The characteristics of dysfunctional families are very diverse - they can be families where parents abuse children, do not educate them, where parents lead an immoral lifestyle, exploit children, abandon children, intimidate them “for their own good”, do not create conditions for normal development, etc. Family trouble gives rise to a lot of problems in the behavior of children, their development, lifestyle and leads to a violation of value orientations.

In the difficulties of the behavior of children and adolescents, the problems of the parents themselves very often respond. Psychologists have long proven that most parents who have difficult, problematic children themselves suffered from conflicts with their own parents in childhood. Based on many factors, psychologists have come to the conclusion that the style of parental behavior is involuntarily "recorded" in the psyche of the child. This happens very early, even in preschool age, and, as a rule, unconsciously. As an adult, a person reproduces this style as quite “natural”. He does not know other relationships in the family. From generation to generation there is a social inheritance of the style of relations in the family; Most parents raise their children the way they were raised as children. “It will be measured to you by your measure” /12/.

According to research data, an analysis of the contingent of children who fall into the socio-pedagogical system of support and assistance shows that they all endured all sorts of stressful situations. According to doctors, psychologists, psychiatrists, psychotherapists, children who have undergone stressful situations are characterized by pathology in their behavior. Pathology is understood as a type of behavior not accepted in this culture that causes suffering, fear, pain, grief in other people /12/.

Stressful situations from which it is difficult for a child to get out, as a rule, negatively affect the normal functioning of the whole organism. They are caused by many reasons - the loss of a loved one, a loved one, divorce and remarriage parents, chronic illnesses, long-term mental threat, sexual abuse and its consequences, fights, scandals, wars, natural disasters and catastrophes, etc.

The strength of a person's experience of stressful situations depends on how these events and circumstances are perceived and interpreted by him. Children cannot regulate the intensity of experiences. Experiences of stressful situations leave a significant mark on the child's psyche, and the smaller it is, the stronger the consequences of experiences can be. Stress can also be caused by Negative influence not necessarily strong, but experienced as strongly as threatening, life-threatening. The accumulation of stressful situations over time either leads to many problems or helps to gain flexibility, depending on the age of the person and his ability to withstand difficulties.

How less baby, the more difficult it is for him to develop a situation of development in a dysfunctional family, where there are constant quarrels between parents, disagreement with other family members, physical aggression, as this contributes to the manifestation of a feeling of insecurity, defenselessness. In families where a tense, oppressive environment prevails, the normal development of children's feelings is disturbed, they do not experience a feeling of love for themselves, and therefore they themselves have the opportunity to show it.

The strongest influence on the child is the situation when the family is on the verge of disintegration. Children see hidden hostility, mutual indifference of parents, mutual insults. Usually children have attachment to both parents and experience fear because of the possibility of losing them, and with them a sense of their own security.

The psychological environment for the development of a child deprived of parental love, rejected by his own parents, enduring insults, bullying, violence, beatings, hunger and cold, lack of clothes, warm housing, etc., is very difficult. The child in such situations tries to change his state of mind himself (pulls out his hair, bites his nails, fusses, the “wound-licking effect”, is afraid of the dark, he may have nightmares, he hates the people who surround him, behaves aggressively).

Life in a dysfunctional family has a hard effect on the psychological development of children, but it is even more difficult for them to experience separation from the family, even the worst one. According to the Psychological Institute of the Russian Academy of Education (1990), in terms of their psychological development, children brought up without parental care differ from their peers growing up in a family. Throughout all stages of childhood - from infancy to adulthood - the psychological development and health of such children has a number of negative features /12/.

As the experience of working with children of this category shows, it is impossible to prepare a child of any age (early, preschool, adolescent) to endure separation from the family. In case of deprivation parental rights children are removed from the family, deprived of ties with relatives, friends, doomed to painful procedures. We can say that the removal of a child from a dysfunctional family is a trauma, and disorders that develop after an experienced psychological trauma affect all levels of human functioning (personal, interpersonal, social, physiological, psychological, somatic, etc.), lead to persistent personal changes /38/.

Experiences of traumatic situations or events are repeated and introduced into consciousness, constant memories by children. These can be images, thoughts, recurring nightmares, feelings that correspond to experiences during trauma, negative experiences when confronted with something resembling events, physiological reactivity manifested in stomach cramps, headaches, sleep problems, irritability, outbursts of anger , impaired memory and concentration, hypervigilance, exaggerated response. Symptoms of traumatic experiences in the form of mental abnormalities are a way of survival.

The life of a child outside the family leads to the emergence of a special mental state - mental deprivation (J. Lanheimer and Z. Matejczyk). This condition occurs in special life situations when a person is not able to satisfy some basic mental needs for a long time. Children brought up outside the family undergo changes in personality, that is, personal deprivation occurs, which contributes to the formation of negative personal qualities and formations /20/.

In the last twenty years, a number of studies have been carried out abroad and in Russia, which show that the absence of a mother (maternal deprivation) has a particularly detrimental effect on the development of a child. In addition to this fact, others were found (sensory deprivation - impoverishment of the environment, its narrowing; social - a decrease in communicative ties with other people; emotional tone in relationships with others; mental - the inability to meet basic needs) /20/.

The experience of working with children who ended up in orphanages, shelters, boarding schools, crisis centers, that is, left without parental care, shows that it is difficult to single out the type of deprivation that has the strongest, and sometimes even pernicious influence on the mental development of the child. Most often, one can observe a picture when all the factors of deprivation appear together.

Let us dwell in detail on the most important factor that has a huge impact on the way of life of the child and his mental development: the parental home - the father, mother, other adults (family members or close relatives) surrounding the child from the moment of his birth. It is common for a child to copy actions, ways of expressing thoughts and feelings that he observes in his parents in the first place. A child learns to live by imitating his parents, family members, from early childhood seeks to win the approval of his parents by behaving and thinking the way his parents want, or, conversely, he rejects their values. The lifestyle of parents has such a strong effect on children that throughout their lives they again and again return to repeating them. Most of the experience of life learned by children in the family passes into the subconscious. The subconscious program of the “ancestral heritage”, embedded in a person by the family, operates throughout life and forms life goals, determines the foundations, beliefs, values, and the ability to express feelings. Getting into difficult situations, the child always uses the experience gained in the family.

Getting into new conditions, the child strives with particular force to return to his former life, in which he has or had, as it seems to him, parental love. Life in institutions where a child who is abandoned by his family ends up, is withdrawn from it, cannot replace for him the experience of the family and parental love. Children still continue to passionately love their parents, family, justify the actions and behavior of their parents, idealize them, dream of returning to them. This can largely explain the frequent escapes of children from orphanages and boarding schools, and the difficulties of adapting to life in institutions, and immunity to educational influences, and closeness to social experience, and lack of trust in people around them and caring for them. In practice, quite often there are cases when children return to a criminal family, which is impossible for life from the point of view of a sane person.

According to L.Ya. Oliferenko's experience in the system of institutions for the social and pedagogical support of children and adolescents made it possible to analyze how children of different ages evaluate their parents. More often they evaluate their parents positively, and condemn the living conditions in which they found themselves, or the behavior of their parents caused by such an environment, but not themselves /27/.

Preschoolers continue to love their parents, miss their dads and moms. Many idealize their parents, consider them good, but at the same time they do not remember at all that these parents severely beat them, raped them, sold them at night, closed them alone without food, etc. Remembering their parents, these children characterize them only on the positive side, although they are mired in drunkenness, debauchery, turning their homes into brothels, criminogenic places.

In older children, the assessment of parents is closer to adequate, real. But the hope that parents will change or have already changed, have become good, always lives in their souls. According to their ideas and descriptions, the parents changed as soon as their children were taken away from them; they stop drinking, they work, they don't quarrel, and so on. It can be observed that many children put up with the situation that prevailed in their family, take it for granted. This is because these children have nothing to compare their experience of life in the family with.

Long-term residence in asocial families where violence and alienation reigns leads to a decrease in children's empathy - the ability to understand others and sympathize with them, and in some cases to emotional "deafness". All this complicates the influence of teachers and other specialists on the child, leads to active resistance on his part.

If a child is weighed down by the circumstances of life, the relationship of parents, then he notices the hostility of life, even families do not talk about it. Strong impressions are received by a child whose parents occupy a low social position, do not work, beg, steal, drink, live in basements, and in unsanitary conditions. Such children grow up in fear of life, they differ from other children, first of all, in hostility, aggressiveness, self-doubt. Often, children who grew up in such conditions have low self-esteem for the rest of their lives, they do not believe in themselves, in their abilities.

In studies of domestic and Western psychologists, a comparative description of children left without parental care is given. I.V. Dubrovina, E.A. Minkova, M.K. Bardyshevskaya and other researchers have shown that the general physical and mental development of children brought up without parental care differ from the development of peers growing up in families. They have a slow pace of mental development, a number of negative features:

Low level of intellectual development;

Poor emotional sphere and imagination;

Late formation of self-regulation skills and correct behavior.

Children brought up in institutions for social and psychological-pedagogical support of childhood are characterized by pronounced maladaptation. It is aggravated by such psychologically traumatic factors as the removal of a child from the family and his placement in various institutions (hospitals, reception centers, temporary shelters, a sanatorium, etc.).

The behavior of such children is characterized by irritability, outbursts of anger, aggression, exaggerated response to events and relationships, resentment, provoking conflicts with peers, inability to communicate with them.

A psychologist, educator, social pedagogue working with children in such institutions should be aware that all this is only part of the overall picture, its external manifestation. The other part is the inner world of the child, which is difficult to diagnose, correct, but greatly influences his future life, mental development and personality formation.

Defects in socialization depend not only on its conditions, but also on the age of the child.

Children at risk of preschool age are characterized by reduced cognitive activity, lag in the development of speech, mental retardation, lack of communication skills, conflicts in relationships with peers.

Lack of communication with adults at this age does not contribute to the development of a child's sense of attachment. In later life, this makes it difficult to develop the ability to share their experiences with other people, which is extremely important for the subsequent development of empathy. The development of cognitive activity also slows down, which makes preschool children less interested in the world around them, makes it difficult to find an exciting activity, and makes the child passive. The emotional manifestations of such children are poor and inexpressive /35/.

Lack of adult attention early age leads to disadvantages of social development: there is no need to communicate and establish contacts with adults and peers, it is difficult to cooperate with them. This leads to a lag in the development of speech, loss of independence, violations in personal development.

The shortcomings in the development of the emotional sphere are most clearly manifested. Children have difficulty distinguishing the emotions of an adult, they are poorly differentiated, they have a limited ability to understand another, themselves. They conflict with their peers, cannot interact with them, do not notice their emotional violent reactions. In children, the development of cognitive activity is inhibited, which manifests itself in a lag in mastering speech, as well as in the lack of initiative in the knowledge of the world around us, the ambivalence of attitudes towards objects (objects attract their attention and at the same time cause a feeling of fear due to the inability to act with them).

A typical lack of development at preschool age is the development of independence - from its loss to full manifestation, when the child disposes of himself at his own discretion.

These children have a disturbed idea of ​​the temporal characteristics of the formation of their personality: they do not know anything about themselves in the past, they do not see their future. Their ideas about their own family are vague. The vagueness of one's own and the reasons for one's own social orphanhood hinder the formation of self-identity. Some children can't imagine being little, they don't know what little kids do, they can't talk about what they did when they were little. They hardly imagine their future, they are focused on the near future - going to school, teaching. The struggle for a new identity when they enter children's institution- one of the main problems of these children during the period of correction of deprivation. Going beyond the present, in which these children live, and into the past, which they have already lived, is the main condition for acquiring life confidence and a new identity, a condition for escaping from the vicious circle of mental deprivation.

The intellectual development of children brought up in dysfunctional families is characterized by disharmony, pronounced unevenness and imbalance in the types of thinking. Objective, visual-figurative thinking remains the main thing. Verbal thinking lags far behind, as it is formed in the game, informal communication and unregulated joint activities with adults and other children.

Thus, preschool children belonging to the risk group differ from their peers from full-fledged families in reduced cognitive activity, lag in speech development, mental retardation, lack of communication skills and conflicts in relationships with peers.

Children at risk of primary school age have deviations in the development of the intellectual sphere, often do not attend school, have difficulty learning educational material, they have a delay in the development of thinking, underdevelopment of self-regulation, and the ability to manage themselves. All these features of younger students lead to a lag in mastering educational skills and abilities and a low quality of teaching.

In children of the risk group of primary school age, deviations in the development of the intellectual sphere are more clearly manifested. They often do not attend school, have difficulty learning educational material, they have a delay mental development thinking, underdevelopment of self-regulation, the ability to manage oneself. All these features of younger students lead to a lag in mastering educational skills and abilities, and a low quality of teaching.

Adolescents at risk are characterized by difficulties in relationships with other people, the surface of feelings, dependency, the habit of living at the behest of others, difficulties in relationships, violations of self-consciousness (from experiencing permissiveness to inferiority), aggravation of difficulties in mastering educational material, manifestations of gross violation of discipline (vagrancy, theft, various forms of delinquent behavior). In relations with adults, they experience their uselessness, the loss of their value and the value of another person /19/.

Characterization of modern children at risk in adolescence gives a low-optical picture, but a specialist working with them must be able to clearly see the prospects for their future and help them take the first steps towards changing themselves. According to sociological and psychological studies, adolescents at risk have the following features:

Lack of values ​​accepted in society (creativity, knowledge, vigorous activity in life); they are convinced of their uselessness, the inability to achieve something in life with their own hands, their mind and talent, to take a worthy position among their peers, to achieve material well-being;

projection of the unsuccessful life of their own parents;

emotional rejection of adolescents by their parents and at the same time their psychological autonomy;

among socially approved values ​​they have in the first place - happy family life, on the second - material well-being, on the third - health; at the same time, these values ​​seem inaccessible to teenagers, high value combined with inaccessibility gives rise to an internal conflict - one of the sources of stress;

· "reinforcing" the loss of the value of education for adolescents at risk - those who did not study well or did not study at all, but succeeded in life, have (a car, a garage, and so on); adolescents do not think about real ways to achieve such “values”;

Increased levels of anxiety and aggressiveness;

striving for a “beautiful”, easy life, pleasures;

Distortion of the orientation of interests - free time in the entrance, on the street - only away from home, a feeling of complete independence (leaving home, running away, situations of experiencing risk, etc.) /25/.

Psychologists (L.S. Vygotsky and others) identified the main groups of the main interests of adolescents. These include:

Egocentric dominant - interest in one's own personality;

The dominant of effort is the tendency of adolescents to resist, overcome, to volitional tensions, which can manifest itself in stubbornness, hooliganism, struggle against authorities, protest, and so on;

The dominant of romance is the desire for the unknown, risky, adventure, heroism /14/.

We find the continuation of these changes in adolescence in the works of D.B. Elkonin, who identified the symptoms of development. These include the emergence of difficulties in relations with adults (negativism, stubbornness, indifference to assessing their success, leaving school, confidence that all the most interesting things happen outside of school, etc.). Adolescents begin to keep diaries in which they freely, independently, independently express their thoughts and feelings. There are special children's companies (search for a friend who can understand), which leads to the emergence of informal teenage communities /27/.

According to A.L. Likhtarnikov, in adolescents deprived of parental care, the ideas of a happy person and happiness differ significantly from the ideas of children from normal families. The most common responses of at-risk adolescents about the main indicators of happiness are: food, sweets (lots of cake), toys, gifts, clothes. Such "material" characteristics show that even for fifteen-year-old teenagers, a toy is a necessary attribute of happiness. Turning to a toy, perhaps, allows a teenager to compensate for the lack of emotional warmth and dissatisfaction with social needs. Among adolescents deprived of parental care, 43% report a minimum of signs happy person, which can be interpreted as the position "I am unhappy." And only 17% of such teenagers are found in normal families.

The experience of experiencing loneliness by adolescents at risk is 70%. Only 1% do not see a way out of the state of loneliness, while the rest see getting rid of it in finding a friend, finding a family, reaching a compromise in conflict situations, changing emotional state. The ways of such a change in many adolescents are not constructive (for example, drink, smoke, go for a walk, etc.) /19/.

Adolescents at risk should take into account their often inherent state of helplessness. The concept of "helplessness" is considered as the state of a person when he cannot cope with someone himself, does not receive and cannot ask for help from others, or is in an uncomfortable state. In adolescents at risk, this condition is associated with specific situations: the inability to change relationships with parents, teachers, peers; inability to make independent decisions or make choices and other difficulties.

The study of helplessness in children and adolescents was carried out by I.S. Korosteleva, V.S. Rotenberg, V.V. Arshavsky, as well as foreign researchers.

According to many scientists, the helplessness of adolescents is caused by experiencing failures, traumas, refusal to search for or the presence of non-constructive ways to solve problems, etc. The manifestation of helplessness can be observed when adolescents react to a significant situation experienced or its consequences, which looks like this:

As a stereotypical activity inadequate to a specific situation;

As an enumeration of stereotypical actions (non-constructive ways of behavior and activities that do not bring results);

As a refusal to perform activities accompanied by apathy, depression;

Like a state of torpor, crying, etc.;

Like transferring or shifting a goal to another.

In adolescence, cultural restrictions relate to the search activity in social life. The reaction to restrictions on behavior and activities (including punishments, for example, under the law) can lead to a state of helplessness in adolescents, which is expressed in apathy, depression, etc. / 28/.

Feelings of a state of helplessness can also arise as a reaction to grief, the loss of a loved one, separation from him, etc. in this situation, the adolescent may experience a painful disruption of ideas about the future.

Children of senior school age belonging to the risk group are characterized by a special process of socialization. They live, as a rule, most of their lives in institutions of social and pedagogical support (orphanages, boarding schools, shelters, under guardianship) or in dysfunctional families. Most graduates of these institutions have the following specific responsibilities:

· inability to communicate with people outside the institution, difficulties in establishing contacts with adults and peers, alienation and distrust of people, detachment from them;

Violation in the development of feelings, which does not allow understanding others, accepting them, relying only on one's desires and feelings;

low level of social intelligence, which makes it difficult to understand social norms, rules, the need to comply with them;

· a poorly developed sense of responsibility for one's actions, indifference in the fate of those who connected their lives with them, a feeling of jealousy towards them;

consumer psychology in relation to relatives, the state, society;

self-doubt, low self-esteem, lack of permanent friends and support from them;

· unformed volitional sphere, lack of purposefulness aimed at the future life; more often than not, purposefulness is manifested only in achieving immediate goals: to get what is desired, attractive;

unformed life plans, life values, the need to satisfy only the most urgent needs (food, clothing, housing, entertainment);

low social activity, the desire to be invisible, not to attract attention;

· addiction to additive (self-destructive) behavior - abuse of one or more psychoactive substances, usually without signs of addiction (smoking, alcohol, soft drugs, toxic and drugs, etc.); this can serve as a kind of regressive form of psychological defense /10/.

Children of senior school age are on the verge of an independent life for which they do not consider themselves ready. On the one hand, they want to live independently, separately, to be independent of anyone, on the other hand, they are afraid of this independence, because they understand that they cannot survive without the support of their parents and relatives, and they cannot count on it. This duality of feelings and desires leads to dissatisfaction with one's life and oneself.

The situation is somewhat better for those who live in institutions for orphans and children left without parental care and study in specialized secondary or vocational institutions, as they can return to the familiar environment of a foster institution where they are cared for.

Education outside the family is the main reason for the unpreparedness of these children for an independent life and gives rise to personal deprivation, since the constant environment with a large number of children and adults does not provide an opportunity for self-identification, understanding oneself and one's problems, and the opportunity to think about one's future life. The child does not know how he will live alone, where to find friends, how to spend his free time, how to organize his life.

The impoverishment of communication with adults, its limitations (mostly only employees of the institution) lead to the fact that children cannot establish contacts with other adults, find common ground between the requirements of significant adults and their own desires and capabilities. Contacts with adults are superficial, unemotional, which leads to the absence of the need to seek close relationships with people, trust them, see self-respect on their part.

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