Functions of the modern family

There are several definitions of a family:

The family is a small social group based on marriage; .

The family is a social institution characterized by a stable form of relationships between people, within which the main part of Everyday life of people. .

Basic functions of the family

Scientists distinguish various functions of the family, the main of which are the following:

· reproductive;

economic and household;

primary socialization;

educational;

Recreational and psychotherapeutic. .

reproductive function due to the need to continue the human race. At present, the demographic situation in Russia is developing in such a way that the death rate exceeds the birth rate. Therefore, in our time, one of the most important tasks of the state is the restoration of the reproductive function of the family.

Economic and household function. Historically, the family has always been the main economic unit of society. The economic function was associated with the accumulation of wealth for family members. Those socio-economic changes that are taking place in our society will once again activate the economic function of the family in matters of accumulation of property, acquisition of property, privatization of housing, inheritance, etc.

The function of primary socialization is due to the fact that the family is the first and main social group that actively influences the formation of the child's personality. The natural-biological and social ties between parents and children are intertwined in the family. These connections are very important, since they determine the characteristics of the development of the psyche and the primary socialization of children at the earliest stage of their development. educational function. An important role in the process of primary socialization is played by the upbringing of the child in the family. Parents are the first educators of the child. Family upbringing is a complex socio-pedagogical process, which includes the influence of the entire atmosphere and microclimate of the family on the formation of the child's personality.

Recreational and psychotherapeutic function of the family is that the family should be the niche where a person could feel absolutely protected, be accepted, despite his status, appearance, success (or lack thereof), financial situation, etc.

Thus, human existence is currently organized in the form of a family way of life. Each of the functions can be implemented with greater or lesser success outside the family, but their totality can be carried out only in the family.

Features of modern socialization of the child in the family

Family- a natural socio-psychological small group that combines both formal and informal features. It carries out a variety of types of cooperative, joint activities aimed at organizing home life, recreation, leisure, satisfying a wide variety of material and spiritual needs. For a child, the family is a natural primary school of cooperative, group behavior, collective, joint daily work. And this is the main and decisive, although the process of socialization and education in the family can occur consciously and unconsciously, purposefully and spontaneously. .

Entering social life, the child becomes a member of many different small groups, formal and informal, a member of various collectives. This means that he must learn group norms, requirements, rules, since any organized group is characterized by group behavior, group interests, group goals and objectives.

In addition, formal and informal groups have one structure or another, a certain division of labor, group roles as a system of mutual rights and obligations, a system of authorities (power), group expectations, a system of group rewards and punishments. All this the child must master and adapt to group behavior and group activities. Proceeding from this, the main task of family socialization and family education is to develop in the child the ability for cooperative joint, collective activities, since in the future his whole life will take place in various (very diverse) groups and collectives. .

Tasks of family socialization:

1. To develop in the child the skills and abilities of general cooperative (collective) activities.

2. Adapt the child to the life of various groups.

In this regard, the socialization of the child is seen as an increasingly complex and expanding process of socio-psychological adaptation to various groups and collectives.

Socio-psychological adaptation of the child begins literally from the day of his birth: the child adapts to the mother, then to the father. The sphere of adaptation of the child is constantly expanding depending on the intensity and frequency of communication with him: it can be older brothers and sisters, grandparents and other family members.

As the child grows and develops, he socially adapts to marital and family relationships. At the senior preschool age, he (at first - unconsciously) begins to understand the principles of the division of labor in the family, family norms, rules, rights and obligations of family members, a system of power and subordination, punishments and rewards.

The main and most significant thing is that the child, while adapting to the family as a cooperative, joint activity, develops the skills and abilities of cooperative behavior, without which he will not be able to adapt either to kindergarten or to school. Moreover, in the family he acquires the skills and abilities of socio-pedagogical adaptation to the character and temperament of other people (in this case, family members). We must not forget that the child must adapt to the most complex system of family and kinship relationships, which can be extremely complex. The process of family socio-psychological adaptation is the fundamental first life experience, the original experience, but fundamental in its meaning, content and significance. .

Report at the teachers' council: The role of the family in the socialization of the child's personality

“All the best that connects me with the outside world is connected with my family.”
Wilhelm Humboldt.
Under these lines can subscribe, perhaps, any person. However, even today the minds of many people are occupied with the question of the place and role of the family in society, its importance in the socialization of the younger generation.
Family is a socio-pedagogical group of people designed to optimally meet the needs for self-preservation (procreation) and self-affirmation (self-respect) of each of its members.
The family creates in a person the concept of a house not as a room where he lives, but as feelings, a sense of a place where he is expected, loved, appreciated, understood and protected. The family plays the main role in shaping the moral principles and life principles of the child. The family creates or destroys personality, it is in the power of the family to strengthen or undermine the mental health of its members.
Personality is the essence of man, the most important thing in him, what distinguishes the human species from all other biological species. It is known that a person becomes a person in the process of socialization, i.e. as a result of the inclusion of the individual in social relations. Socialization is carried out through the assimilation of social experience by the individual and its reproduction in his activity.
One of the main links socialization of the individual is the family as the primary unit of society. Family conditions, including social status, occupation, material level and level of education of parents, largely determine the life path of the child. In addition to the conscious, purposeful upbringing that parents give him, the whole family atmosphere affects the child, and the effect of this influence accumulates with age, being refracted in the structure of the personality.
The family has a special place in the life of every person. The child grows up in a family, and from the first years of his life, he learns the norms of the hostel, the norms of human relations, absorbing both good and evil from the family, everything that is characteristic of his family. As adults, children repeat in their family everything that was in the family of their parents. The family regulates the relationship of the child to the environment, in the family he gets the experience of morality, moral standards of behavior. So the family remains the leading institution in the formation and development of socially significant values ​​and attitudes of the child's personality, his socialization.
The family encourages some personal inclinations, while preventing others, satisfies or suppresses personal needs. In the process of close relationships with mother, father, brothers, sisters, grandfathers, grandmothers and other relatives, a personality structure begins to form in a child from the first days of life.
From the moment of birth, a person enters the social environment. Only thanks to the care of people close to him, primarily his mother, he saves his life and gets opportunities for development. Growing up, a person gradually assimilates the experience of mankind, embodied in concepts, labor skills, rules of conduct.
The child sees the family as close people around him, dad and mom, grandparents, brothers and sisters. Depending on the composition of the family, on the relationship in the family to family members and, in general, to the people around, a person looks at the world positively or negatively, forms his views, builds his relationships with others. Relationships in the family also affect how a person will build his career in the future, which path he will follow. It is in the family that the individual receives the first life experience, therefore it is very important in which family the child is brought up: in a prosperous or dysfunctional, complete or incomplete.
A person masters the first experience of social communication even before he begins to speak. Being a part of society, a person acquires a certain subjective experience, which becomes an integral part of the personality. One of the main functions of the family is the socialization of the younger generation.
Socialization is the process by which a child learns the behaviors, skills, motives, values, beliefs, and norms of his culture that are considered necessary and desirable. The agents of socialization are people and social institutions involved in this process - parents, peers, teachers, church representatives, television and other media. While all of them can have a great impact on a child, the family is usually the most important part of a child's world. For this reason, it is usually regarded as the primary and most powerful agent of socialization, playing a key role in the formation of personality traits and motives; in the direction of social behavior; in the transfer of values, beliefs and norms inherent in this culture.
Socialization is the process of assimilation by an individual during his life of social norms and cultural values ​​of the society to which he belongs. The content of the concept of "socialization" includes:
- assimilation of social norms, skills, stereotypes;
- formation of social attitudes and beliefs;
- entry of the individual into the social environment;
- introduction of the individual to the system of social ties;
- self-actualization of personality;
- assimilation by the individual of social influences;
- social education accepted in society forms of behavior and communication.
The purpose of socialization there are personal qualities that the child must acquire, and social behavior that he must learn.
The process of socialization can be carried out in various social institutions. But the leading social institution for the socialization of the child's personality is the family. The family is a "home" that unites people, where the foundation of human relations is laid, the first socialization of the individual. This is a personal environment for the life and development of the child, the quality of which is determined by a number of parameters. The socio-cultural parameter depends on the educational level of the parents and their participation in society; socio-economic is determined by property characteristics and employment of parents at work; technical and hygienic depends on living conditions, home equipment, lifestyle features; demographic is determined by family structure. Whatever side of the development of the child we take, it will always turn out that the family plays a decisive role in its effectiveness at one stage or another.
The family can be considered as a model and form of a person's basic life training. Socialization in the family occurs both as a result of a purposeful upbringing process and through the mechanism of social learning. In turn, the process of social learning itself also goes in two main directions. On the one hand, the acquisition of social experience takes place in the process of direct interaction of the child with parents, brothers and sisters, and on the other hand, socialization is carried out by observing the features of the social interaction of other family members with each other. Any deformation of the family leads to negative consequences in the development of the child's personality.
Humane traits of character, kindness and cordiality of the child are laid in the family, he learns to be responsible for his actions, learns to work and chooses a profession. Family life for the child is the same as for us the public.
The socialization of the individual depends on the activity of the child, his participation in work, on what influence environment to expand his horizons, how society and the state care about the future generation. Are the age and individual characteristics of the child taken into account in the learning process, can he independently solve his problems, how much is his independence encouraged, how does his self-confidence develop. These personality traits are brought up in the family, at school.
Recently, there has been some decline in the educational role of the family; in the country there are serious changes in the conditions of personality formation, difficult conditions of economic and political instability are observed, traditional values ​​are being broken, and therefore the problem of the influence of the family on the process of personality formation is relevant.
Today we are faced with different styles of family education, which largely depend on both national traditions and individual characteristics. Despite this, in general, our treatment of children is much more authoritarian than we think.
Psychologists distinguish several types of improper upbringing:
Neglect, lack of control - occurs when parents are too busy with their own affairs and do not pay due attention to children. As a result, children are left to themselves and spend time looking for entertainment, fall under the influence of "street" companies.
Overprotection- the life of the child is under vigilant and tireless supervision, he hears all the time strict orders, numerous prohibitions. As a result, children become indecisive, lack of initiative, fearful, insecure in their abilities, unable to stand up for themselves, for their interests. Gradually, resentment grows for the fact that “everything is permitted” to others. Another kind of hyper-custody is upbringing like the “idol” of the family. The child gets used to being in the center of attention, his desires, requests are implicitly fulfilled, he is admired, and as a result, having matured, he is not able to correctly assess his capabilities, overcome his egocentrism. The team does not understand him. Deeply experiencing this, he blames everyone, but not himself. Education like Cinderella, i.e. in an atmosphere of emotional rejection, indifference, coldness. The child feels that his father or mother does not love him, is burdened by him, although it may seem to outsiders that his parents are sufficiently attentive to him. The child experiences especially strongly if one of the other family members loves more. Upbringing in conditions of increased moral responsibility - from an early age, the child is instilled with the idea that he must necessarily justify the numerous ambitious hopes of his parents, or that unchildish overwhelming worries are assigned to him. As a result, such people develop obsessive fears, constant anxiety for their well-being and that of their loved ones.
Authoritarian style, which implies cruel leadership, the suppression of initiative and coercion, finds its justification in the need to subject the child to school discipline. Shouts and physical punishments are a typical form of expressing the power of an adult over a child. This does not exclude love for the child, which can be expressed quite expressively. In such families, either insecure, neurotic people grow up, or aggressive and authoritarian people - like their parents. At school, these personality traits are already manifested in relationships with peers.
Liberal-permissive style, implies communication with the child on the principle of permissiveness. Such a child does not know any other relationship, except for asserting himself through the demands “Give!”, “I!”, “I want!”, whims, demonstrated resentment, etc. Connivance leads to the fact that he cannot develop into a socially mature person. Here, the most important thing that is necessary for the correct social development of the child is missing - an understanding of the word "must". In such a family, an egoist is formed who is dissatisfied with the people around him, who does not know how to enter into normal relationships with other people - he is conflicted and difficult. At school, a child from such a family is doomed to failure in communication - after all, he is not accustomed to yield, to subordinate his desires to common goals. Improper upbringing disfigures the character of the child, which in the future negatively affects his relationship with others.
A value attitude towards a child with high reflection and responsibility for him is the most effective style of education. Here the child expresses love and goodwill, they play with him and talk on topics of interest to him. At the same time, they do not put him on his head and do not force him to reckon with others. He knows what “necessary” is, and knows how to discipline himself. In such a family, a full-fledged person grows up with a sense of dignity and responsibility for loved ones. At school, a child from such a family quickly gains independence, he knows how to build relationships with classmates, while maintaining self-esteem, and knows what discipline is.
Children with high self-esteem are brought up on the principle of the idol of the family, in an atmosphere of non-criticality and early realize their exclusivity. In families where children grow up with high, but not overestimated self-esteem, attention to the child's personality (interests, tastes, relationships with friends) is combined with sufficient demands. Here they do not resort to humiliating punishments and willingly praise when the child deserves it. Children with low (not necessarily very low) self-esteem enjoy more freedom at home, but this freedom, in fact, is lack of control, a consequence of the indifference of parents to children and to each other. The parents of such children are included in their lives when specific problems arise, in particular with academic performance, and usually they are little interested in their activities and experiences.
The listed styles of communication in the family, with all their differences, have one thing in common - parents are not indifferent to their children. They love their children, and the parenting style is often inherited, passed down in the family from generation to generation. Only a family that has the ability to reflect on the characteristics of the child consciously seeks the most effective style of his individual upbringing.
The family environment and experiences in the family contribute to the degree of cognitive, emotional and social development, competence and well-being.
If a person is a member of a family, then pride in his family overwhelms the soul of a child. More L.N. Tolstoy wrote that a child can become a personality only in an environment in which the traditions and customs of generations are honored, where there is continuity between the past, present and future.
The family is the most important institution of the socialization of the individual. It is in the family that a person receives the first experience of social interaction. For a certain time, the family is generally the only place for the child to receive such an experience. The family can be considered as a model and form of a person's basic life training.
Summing up, it must be said that the future personality of a person, and therefore his future life, depends on the extent to which the family is socially prosperous, on the extent to which the family takes care of the child.
Bibliography
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4. Mudrik A.V. Social Pedagogy. - M., 2007
5. Newcomb N. Development of the child's personality. - St. Petersburg, 2003
6. Sociology of the family / ed. Antonova A.I. - M., 2005
7. Sukhomlinsky V. A. "On education" M "1984
8. Bozhovich L. I. Personality and its formation in childhood. - M., 1998
9. Kovalev S.V. Psychology family relations. - M., 1987
10. Kulchinskaya E.I. Raising the feelings of children in the family. - Kyiv, 1983
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14. Fromm A. ABC for parents. - L., 1991

""the main, first function of the family is reproductive, that is, the biological reproduction of the population in social terms and the satisfaction of the need for children - in personal terms. Along with this main function, the family performs a number of other important social functions:

1) educational - socialization of the younger generation, maintaining the cultural reproduction of society;

2) household - maintaining the physical health of members of society, caring for children and elderly family members;

3) economic - obtaining material resources of some family members for others, economic support for minors and disabled members of society;

4) the scope of primary social control - the moral regulation of the behavior of family members in various spheres of life, as well as the regulation of responsibility and obligations in relations between spouses, parents and children, representatives of the elder and

middle generations;

5) spiritual communication - personal development of family members, spiritual mutual enrichment;

6) social status - providing a certain social

the status of family members, the reproduction of the social structure;

7) leisure - organization of rational leisure, mutual enrichment of interests;

8) emotional - obtaining psychological protection, emotional support, emotional stabilization of individuals and their psychological therapy.

family education - component regarding the socially controlled socialization of a person, at the same time, in any family, a person also undergoes spontaneous socialization. The results of socialization are determined by the objective characteristics of the family (social status, material conditions of the family, the level of education of parents, etc.), value attitudes (pro-social, asocial, anti-social), lifestyle and relationships of family members.

The influence of the family on the child is stronger than all other educational influences on him; it weakens with age, but is never completely lost; those qualities are formed in the family that cannot be formed anywhere except in the family; the family carries out the socialization of the individual, which is a concentrated expression of his efforts in physical, moral and labor education; the family brings up a citizen, a patriot, a future family man, a law-abiding member of society.

64. Types of family relationships and their impact on the development of the child's personality.

There are 4 types of family relationships: dictate, guardianship, "non-intervention" and cooperation.

Diktat in the family it is manifested in the systematic behavior of some members of the family (mainly adults) of the initiative and self-esteem of its other members.

guardianship in the family is a system of relations in which parents, ensuring by their work the satisfaction of all the needs of the child, protect him from any worries, efforts and difficulties, taking them upon themselves. The question of the active formation of personality fades into the background. At the center of educational influences is another problem - the satisfaction of the needs of the child and the protection of his difficulties.

The system of interpersonal relations in the family, based on the recognition of the possibility and even the expediency of the independent existence of adults from children, can be generated by tactics " non-intervention» This assumes that two worlds can coexist: adults and children, and neither one nor the other should cross the line thus marked. Most often, this type of relationship is based on the passivity of parents as educators.

Cooperation as a type of relationships in the family, it implies the mediation of interpersonal relationships in the family by common goals and objectives of joint activities, its organization and high moral values. It is in this situation that the egoistic individualism of the child is overcome. The family, where the leading type of relationship is cooperation, acquires a special quality, becomes a group of a high level of development - a team.

Great importance in the formation of self-esteem has the style of family education, values ​​accepted in the family.

3 styles of parenting:

conniving, th

In the democratic style, the interests of the child are taken into account first of all. Style of "consent".

In the permissive style, the child is left to himself.

65. Organizational and pedagogical work of the school with the parents of students.

The school exercises its influence on the upbringing of students in the family through various forms of organizational and pedagogical work with parents. One of these important forms are parent meetings and conferences. They are held both on a schoolwide scale and in individual classes.

At school-wide parent meetings or conferences, the most pressing problems of improving the educational work of the family and the school, as well as current issues of teaching and educating students, are discussed. School-wide parent meetings are usually held two or three times a year.

A more operative form of organizational and pedagogical work with the family is meetings of the parents of students in individual classes. At them, class teachers make reports on the state of progress and discipline of students, discuss information from parents about the experience of educational work with children, and also resolve issues related to improving the academic work and behavior of individual students. Such meetings are especially important for establishing a single line in the educational work of the family and the school. It's about about the fact that when the class teacher puts forward this or that educational task for the class, he needs to involve parents in its solution as well.

Parent-teacher meetings are sometimes useful to hold with students.

In such cases, a special psychological atmosphere is created, which increases the responsibility of both children and parents for solving the problem. In general, it should be emphasized that the influence of the school on the educational activity of the family largely depends on the extent to which the school sets specific educational tasks for parents and provides methodological advice and recommendations for their solution.

In the system of organizational and pedagogical work of the school with the family, a large place is occupied by the activities of parent committees - school-wide and class.

The organizational and pedagogical work of the school also includes maintaining contacts with house administrations at the place of residence of students, with industrial and agricultural enterprises where they work.

Parents and the commissions for family and school assistance created in them.

Among the various social factors, influencing the formation of personality, one of the most important is the family. Traditionally, the family is the main institution of education. What a person acquires in the family, he retains throughout his subsequent life. The importance of the family is due to the fact that a person stays in it for a significant part of his life. In the family, the foundations of personality are laid.

A family is a socio-pedagogical group of people designed to optimally meet the needs for self-preservation (procreation) and self-affirmation (self-respect) of each of its members.

The family creates in a person the concept of a house not as a room where he lives, but as feelings, a sense of a place where he is expected, loved, appreciated, understood and protected. The family plays the main role in shaping the moral principles and life principles of the child. The family creates or destroys personality, it is in the power of the family to strengthen or undermine the mental health of its members. The family encourages some personal inclinations, while preventing others, satisfies or suppresses personal needs. The family structures the possibilities for achieving security, pleasure and fulfillment. It indicates the boundaries of identification, contributes to the emergence of the image of the individual's "I" [Andreeva, 1995, p. 116].

In the process of close relationships with mother, father, brothers, sisters, grandfathers, grandmothers and other relatives, a personality structure begins to form in a child from the first days of life.

In the family, the personality of not only the child, but also his parents is formed.

The family is such an education that "encompasses" a person as a whole in all its manifestations.

The defining role of the family is due to its profound influence on the entire complex of the physical and spiritual life of a person growing in it. The family for the child is both a habitat and an educational environment. The influence of the family, especially in the initial stage of a child's life, greatly exceeds other educational processes. According to research, the family here reflects both the school and the media, public organizations, work collectives, friends, the influence of literature and art. All this allowed teachers to deduce a certain dependence: the success of personality formation is determined, first of all, by the family. The better the family and the better it influences upbringing, the higher the result of the physical, moral, labor education of the individual. Rarely, the role of the family in the formation of personality is determined by dependence: what kind of family, such a person will grow up in it.

This dependence is used in practice. It is enough for an experienced teacher to look at and communicate with the child in order to understand in which family he is brought up.

In the same way, it will not be difficult to communicate with parents, to establish what kind of children will grow up in their family. Family and child are mirror images of each other. For fragmented, "splintered" family forms (parents without marriage), the term "family group" is appropriate [Druzhinin, 1996, p. 273].

If the family has such a strong influence on the processes and results of the formation of the individual, then society and the state should give paramount importance to the family in organizing the correct educational impact. Strong, healthy, spiritual families are a powerful state. Parents are the first educators, they have the strongest influence on children. More J.-J. Rousseau argued that each subsequent teacher has less influence on the child than the previous one. Parents are prior to all others; educator kindergarten, primary school teacher and subject teachers. They are given by nature the advantage in the upbringing of children. Ensuring family education, its substantive and organizational aspects are the eternal and very responsible task of mankind.

Deep contacts with parents create in children a stable state of life, a sense of confidence and reliability. And parents bring a joyful feeling of satisfaction. In healthy families, parents and children are connected by natural everyday contacts. This is such a close communication between them, as a result of which spiritual unity arises, the consistency of the main life aspirations and actions. The natural basis of such relationships is family ties, feelings of motherhood and fatherhood, which are manifested in parental love and caring affection of children and parents.

The child sees the family as close people around him, dad and mom, grandparents, brothers and sisters. Depending on the composition of the family, on the relationship in the family to family members and, in general, to the people around, a person looks at the world positively or negatively, forms his views, builds his relationships with others. Relationships in the family also affect how a person will build his career in the future, which path he will follow. It is in the family that the individual receives the first life experience, therefore it is very important in which family the child is brought up: in a prosperous or dysfunctional, complete or incomplete [Rean, 1998, p. 4].

The main purpose of the family is the satisfaction of social, group and individual needs. As a social cell of society, the family satisfies a number of its most important needs, including in the reproduction of the population. At the same time, it satisfies the personal needs of each of its members, as well as general family (group) needs. From this follow the main functions of the family: reproductive, economic, educational, communicative, organization of leisure and recreation. Between them there is a close relationship, interpenetration and complementarity.

The reproductive function of the family consists in the reproduction of life, that is, in the birth of children, the continuation of the human race. This function includes elements of all other functions, since the family participates not only in the quantitative, but also in the qualitative reproduction of the population. This is primarily connected with the familiarization of the new generation with the scientific and cultural achievements of mankind, with the maintenance of its health, as well as with the prevention of "reproduction in new generations of various kinds of biological anomalies."

The instinct of procreation laid down by nature is transformed in a person into the need to have children, raise and educate them. Without satisfaction of this need, a person, as a rule, does not feel happy. And this is no coincidence. If marriage awakens new strengths and new feelings in people, then the appearance of children transforms spouses. Parental love awakens in them and a whole range of feelings associated with it develops, which can only appear with the birth of children: a woman has motherhood, a man has fatherhood.

And what is the essence of family-wide interests related to reproductive function? They relate primarily to the number of children. If a family has several children, then natural conditions appear for the formation of a full-fledged family team. And this enriches the life of each family member and creates a favorable environment for the successful fulfillment of the educational function by the family. In a family with one child, everything becomes much more complicated. And this is understandable. In a family with several children, the collective is created by life itself; there is someone to take an example from, there is someone to answer for, there are mentors and wards. In such a family there is an active mutual upbringing of children, in the life of each child collectivism, empathy, solidarity, a sense of camaraderie and friendship, love for a brother or sister are naturally brought up.

The family participates in the social production of the means of subsistence, restores the strength of its adult members expended in production, manages its own economy, has its own budget, and organizes consumer activity. All this, taken together, constitutes the economic function of the family. socialization family education personality

The influence of the economic function on relationships in the family team itself can be twofold: a fair distribution of household duties in the family between spouses, older and younger generations, as a rule, favors the strengthening of marital relations, moral and labor education of children. With an unfair distribution of domestic responsibilities in the family, when they are mainly shouldered by a woman, a man acts as a "patriarch", and children only as consumers, the impact will certainly be unfavorable [Petrichenko, 2001, p. 24].

The problem of family management, that is, the question of headship in the family, is closely related to the economic function. Families where the husband has absolute power are rare, but there are families where the head is the wife. Here, in the hands of the mother (due to various reasons, sometimes very significant), the family budget is concentrated, she is the main educator of children, the organizer of leisure. This situation also cannot be considered normal: an exorbitant burden is thrown on the shoulders of a woman, she cannot replace a father for children, and the psychological balance in the family is disturbed. Most families are characterized by approximately equal participation of spouses in the management of the home. Of course, this is the most progressive principle of family management. At the same time, the equality of spouses should be exemplary: in those matters in which the wife is more competent, she should have the primacy, and in a number of other issues the right of a decisive vote may belong to a man. This is what every family should strive for.

Both adults and children are brought up in the family. Of particular importance is its impact on the younger generation. Therefore, the educational function of the family has three aspects.

The first is the formation of the child's personality, the development of his abilities and interests, the transfer to children by adult family members (mother, father, grandfather, grandmother, etc.) of the social experience accumulated by society; the development of a scientific worldview, a highly moral attitude to work; instilling in them a sense of collectivism and internationalism, the need and ability to be a citizen and master, to observe the norms of socialist community life and behavior; enrichment of their intellect, aesthetic development, promotion of their physical improvement, health promotion and development of sanitary and hygienic culture skills. The second aspect is the systematic educational impact of the family team on each of its members throughout his life. The third aspect is the constant influence of children on their parents (and other adult family members), which encourages them to actively engage in self-education.

The success of this function depends on the educational potential of the family. It is a set of conditions and means that determine the pedagogical possibilities of the family. This complex combines material and living conditions, the size and structure of the family, the development of the family team and the nature of relations between its members. It includes the ideological-moral, emotional-psychological and working atmosphere, life experience, education and professional qualities of parents. Of great importance are the personal example of the father and mother, the traditions of the family. It is necessary to take into account the nature of communication in the family and its communication with others, the level of pedagogical culture of adults (primarily mother and father), the distribution of educational responsibilities between them, the relationship of the family with the school and the public. A special and very important component is the specifics of the very process of family education [Aristova, 1986, p. 4-5].

A person experiences the influence of the family from the day of birth until the end of his life. This means that family education is characterized by continuity and duration. And in this no other educational public institution can compare with the family. Of course, the influence of the family on children at different periods of their lives is not the same. The very natural life in the family teaches the preschooler, and then the schoolchild, very, very much. Since family education is inconceivable without parental love for children and the reciprocal feeling of children for their parents, it is more emotional in nature than any other education. The family unites people of different ages, gender, often with different professional interests. This allows the child to fully express their emotional and intellectual capabilities.

A characteristic feature of the educational influence of the family on children is its stability. Usually the correct attitude of parents to the upbringing of children of early and preschool age positively reflected later on their educational, labor and social activity. And vice versa, insufficient attention of parents to the upbringing of children of pre-preschool and preschool age negatively affects their social activity even when they are already studying at school.

The family has the most active influence on the development of spiritual culture, on the social orientation of the individual, and on the motives of behavior. Being a micromodel of society for the child, the family turns out to be the most important factor in the development of a system of social attitudes and the formation of life plans. Social rules are first realized in the family, the cultural values ​​of society are consumed through the family, the knowledge of other people begins with the family. The range of influence of the family on the upbringing of children is as wide as the range of social influence. From the point of view of T. Parsons, the family is the main organ of socialization, the mother and father are the main creators of the child's personality, the child is an empty vessel that must be filled with culture [Aron R., 1993, p. 279].

If a family has several children, then natural conditions appear for the formation of a full-fledged family team. And this enriches the life of each family member and creates a favorable environment for the successful fulfillment of the educational function by the family. In a family with one child, all this is greatly complicated. A.S. Makarenko wrote: "One can, for example, resolutely assert that the upbringing of an only child is more difficult than the upbringing of several children. Even if the family experiences some financial difficulties, one cannot limit oneself to one child."

It turns out that the educational function organically merges with the reproductive one. A close relationship exists between other functions.

Sociologists have attached and attach increasing importance to the communicative function of the family. The following components of this function can be named: family mediation in contact of its members with the media (television, radio, periodicals), literature and art; the influence of the family on the diverse connections of its members with the natural environment and on the nature of its perception; organization of family communication [Rean, 2000, p. 89].

If the family pays sufficient attention to the performance of this function, then this significantly enhances its educational potential. Often associated with the communicative function (sometimes even considered an independent function) is the activity to create a psychological climate for the family. In fact, one cannot but agree with this: in our dynamic era, the importance of the family as a psychological unit is greatly increasing. Therefore, these issues are discussed in detail in subsequent chapters.

At present, the function of the family in organizing leisure and recreation is noticeably increasing. By leisure, we will agree to understand non-working (free) time, which a person manages entirely at his own choice and discretion. Free time is one of the most important social values, an indispensable means of restoring the physical and spiritual strength of a person, and the comprehensive development of the individual. The role of leisure is enhanced by the correct rhythm and mode of life of the family, the reasonable distribution of responsibilities between its members, and the planning of work and rest. In general, leisure is, as it were, a mirror of the maturity of a person as a person: by the nature of his leisure, a lot can be said about a person.

Family leisure includes: reading, listening to the radio, watching TV, meeting with relatives, friends and acquaintances, visiting libraries, theaters, concert halls and cinemas; annual leave; visits to parks, hiking, excursions, walks in nature; playing sports, participating in competitions, in holding holidays.

Many mistakes are found in the organization of family leisure: children spend too much time watching TV, they spend little time in the fresh air, parents often do not devote enough time to their children, referring to employment, fatigue, etc. To overcome these mistakes is the task of a modern family.

Scientists distinguish various functions of the family, the main of which are the following:

reproductive;

Economic and household;

Primary socialization;

Educational;

Recreational and psychotherapeutic.

The reproductive function is due to the need to continue the human race. At present, the demographic situation in Russia is developing in such a way that the death rate exceeds the birth rate. Therefore, in our time, one of the most important tasks of the state is the restoration of the reproductive function of the family.

Economic and household function. Historically, the family has always been the main economic unit of society. The economic function was associated with the accumulation of wealth for family members. The socio-economic changes that are taking place in our society will once again activate the economic function of the family in matters of accumulation of property, acquisition of property, privatization of housing, inheritance, etc.

The function of primary socialization is due to the fact that the family is the first and main social group that actively influences the formation of the child's personality. The natural-biological and social ties between parents and children are intertwined in the family. These connections are very important, since they determine the characteristics of the development of the psyche and the primary socialization of children at the earliest stage of their development. educational function. An important role in the process of primary socialization is played by the upbringing of the child in the family. Parents are the first educators of the child. Family upbringing is a complex socio-pedagogical process, which includes the influence of the entire atmosphere and microclimate of the family on the formation of the child's personality.

The recreational and psychotherapeutic function of the family is that the family should be the niche where a person could feel absolutely protected, be accepted, despite his status, appearance, success (or lack thereof), financial situation, etc.

The economic function is one of the main ones. All previous forms of the family (before the puppet family) were production units: family members, as a rule, were engaged in one type of labor, and children began production activities from an early age. In modern conditions, the professional activity of people is carried out outside the family, the economic function of the family remains the organization of consumption and everyday life. In the future, the scope of the economic function of the family will probably shrink.

The reproductive function is also called the function of childbearing or population reproduction. Studies distinguish three types of family reproduction: large, medium-sized and small. IN modern family reproductive function has some specifics. First, there has been a steady trend towards a juvenile type of population reproduction. Secondly, the family, while retaining the function of early socialization of children, increasingly shares it with public institutions (preparation for work, instilling professional skills is almost entirely carried out by public institutions). The family, while shaping the moral and psychological attitude to labor activity, has basically lost the possibility of vocational training of children.

The educational function of the family is the implementation of the primary socialization of the child and the upbringing of children until they reach social maturity. Education is understood as a system of targeted influences on the educated person to instill in him certain views, norms and patterns of behavior, as well as certain moral, psychological and physical qualities.

Socialization is a broader phenomenon, which also includes the entire set of spontaneously developing circumstances and factors influencing the formation and development of the individual. Therefore, the educational function of the family is actually realized not only in the form of conscious and purposeful pedagogical influences of parents on children, but also through the whole atmosphere of family life.

The communicative function satisfies the need of family members for communication and mutual understanding. Psychological and pedagogical research confirms that the formation of various social orientations, attitudes, emotional culture, moral and psychological health of a person are directly dependent on the nature of intra-family communication, the manifestation of psychological attitudes in communication, primarily adult family members, on the moral and psychological atmosphere in the family.

The regulatory function includes a system for regulating relations between family members, including primary social control and the exercise of power and authority. In the past, the state contributed to the establishment of power and authority in the family of the head of the family, who throughout his life was responsible for the behavior of his offspring. There were penalties for disobedience to parents.

In a democratic, egalitarian family, the regulatory function is carried out only with the help of moral norms, the personal authority of family members, and, above all, the authority of parents in relation to children.

In a family built on democratic principles, a person has the most favorable conditions for the development of his abilities. The implementation of creative plans in the industrial, social and family spheres gives a person a feeling of complete happiness.

Thus, human existence is currently organized in the form of a family way of life. Each of the functions can be more or less successfully implemented outside the family, but their totality can only be carried out in the family.