THE INFLUENCE OF THE EDUCATIONAL CLIMATE IN THE FAMILY ON THE PROCESS OF MORAL UPBRINGING OF THE CHILD

ВЛИЯНИЕ ВОСПИТАТЕЛЬНОГО КЛИМАТА В СЕМЬЕ НА ПРОЦЕСС НРАВСТВЕННОГО ВОСПИТАНИЯ РЕБЕНКА

Щербинина Анна Евгеньевна

студент Педагогического института Национального исследовательского университета «Белгородский государственный университет», РФ, г. Белгород

Марков Александр Владимирович

научный руководитель, старший преподаватель кафедры иностранных языков Национального исследовательского университета «Белгородский государственный университет», РФ, г. Белгород

Abstract. The article provides an overview of studies aimed at studying the influence of the educational climate in the family on the process of moral upbringing of the child. The issues of favorable and unfavorable conditions of upbringing in the family, continuity with other institutions are considered (preschool and general education). Based on analysis and synthesis, a conclusion is formulated about the most important aspects in the process of moral education of children within the family.

Аннотация. В статье представлен обзор исследований, направленных на изучение влияния воспитательного климата в семье на процесс нравственного воспитания ребенка. Рассмотрены вопросы благоприятных и неблагоприятных условий воспитания в семье, преемственность с другими институтами (дошкольными и общеобразовательными). На основе анализа и синтеза сформулирован вывод о наиболее важных аспектах в процессе нравственного воспитания детей внутри семьи.

Keywords: morality, family, upbringing, educational climate, values.

Ключевые слова: нравственность, семья, воспитание, воспитательный климат, ценности. 

The moral upbringing of a child is one of the most important tasks for the individual and society as a whole. Today there is a decrease in the importance of traditions and customs in the process of education, which connect several generations, new trends are emerging that do not always correlate with the concepts of morality.

The institution of family is a system of values, relationships, material and spiritual well-being. The family influences the child from birth, and the educational process can develop both positively and negatively. For this purpose, psychology and pedagogy study socio-psychological factors that have educational significance within the family.

Turning to statistics over the past 5 years, we can talk about a change in attitude towards the institution of family: a decrease in the number of marriages, the devaluation of family foundations, an increase in the number of divorces, a decrease in the birth rate, the quality of education, as well as the emergence of alternative forms of relationships in couples. As noted in the literature, the educational climate in the family decreases during this period. However, the opposite phenomenon is observed, which indicates an improvement in the quality of moral education of children in comparison with previous periods.

Education in the family begins with the fact that the child is instilled with simple knowledge about morality, norms of behavior in the family, everyday life, and close environment. As the child grows up, the education of morality becomes more complex, which is further influenced by educational organizations, peers, and society as a whole [7, p. 60].

A.V. Kirshina notes that a favorable psychological climate in the family contributes to the correct and harmonious development of the child. She includes such conditions as emotional satisfaction, lack of pressure on family members, cohesion, focus on the all-round development of the child, and similarity of family values. The author also highlighted negative factors: single-parent families, large families, low-income families, families with disabled parents or children. Kirshina believes that a favorable climate in the family ensures the child’s psychological comfort, which ultimately has a positive effect on the child’s correct understanding of morality and harmonious development [6, p. 192].

T.V. Lodkina conducted a psychological study that showed that families with ample opportunities to raise a child have high moral potential and rely on family values and the authority of adults. In families with an average level of educational opportunities, a positive effect on the moral development of the child was noted, however, there is a loss of authority of adults, a violation of interpersonal relationships against the background of dissatisfaction of individual family members. In families where there is an unfavorable psychological situation, an inconsistent educational process or its absence, the concept of morality is absent [8, p. 112].

In the work of I.I. Ignatovich noted that interpersonal relationships in the family, in particular parents, are of particular importance in the process of moral education of a child. Thus, frequent conflicts and violence lead to cruel treatment of children and other family members, which ultimately leads to a misunderstanding of the concept of morality and a lack of any education [4, p. 1-3].

Many studies note that divorces and family dysfunction (raised by one parent or guardians) lead to a violation of the child’s moral behavior in order to attract attention. The increase in the number of divorces, especially in the first years of married life, indicates this [6, p. 193].

According to N. Y. Eremina, the family is obliged to promote the physical, spiritual, moral, and emotional development of the child. At the same time, the transfer of values, family support, and solidarity with interests contribute to moral education. The author also notes that introduction to work, instilling respect for social activities has a greater impact on the child than conversations [3, p. 22-24].

It has been proven that at the beginning of ontogenesis a child copies the behavior of those around him. Thus, compliance with the moral standards of parents and other family members has a positive impact on the upbringing of the child. Moreover, the contradiction between the educational process and the actual behavior of parents leads to identical behavior of children [3, p. 25].

Alibekova P.G. speaks of the need for constant communication with the family, the formation of a high consciousness, changing the rules of education in accordance with the modern way of life of adolescents due to their individual characteristics [2, p. 1-3].

The influence of cultural values also matters on the educational climate of the family. This is proven by F.A. Azhibayev, saying that the family is the main institution of education and a national value. The author also agrees that the atmosphere in the family matters in the moral education of the child. In her opinion, methods such as persuasion and conversation, positive and negative reinforcement, “1-2-3”, and physical influence contribute to correct moral education. Moreover, violent methods are undesirable [1, p. 378-380].

Many authors note that the continuity of family and school (preschool) education has a positive effect on the child’s values. In this case, educational institutions contribute to the consolidation and expansion of knowledge about morality. However, when entering society, there is a threat of changes in the moral behavior of children, especially in adolescence [5, p. 264-265].

An analysis of the literature allows us to conclude that in order to educate a child’s morality, several conditions must be taken into account:

- a favorable psychological environment in the family implies the expression of feelings such as love, respect, care, help, which leads to the unconditional development of moral values;

- the authority of parents and their compliance with moral standards. Without meeting this condition, the child copies the behavior of an adult, which leads to a violation of accepted norms;

- practical reinforcement means commitment to moral principles in everyday life.

Undoubtedly, compliance with these conditions and interest in the upbringing and development of the child allows the formation of moral values and qualities.