为孤儿和失去父母照顾的儿童准备家庭生活

S. Begidova, V. Begidov
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引用次数: 1

摘要

生活在寄宿机构的儿童被剥夺了掌握家庭生活的社会角色的可能性,这使进入成人自我生活变得复杂,在创建和维持家庭方面造成困难,因此使这类儿童适应家庭生活的问题是相关的和社会要求的。本研究的目的是对孤儿大学生家庭生活培养方案进行实验检验。研究任务是熟悉家庭生活的社会道德、动机、心理和教学准备的基本概念;要形成在家庭中人际交往的技能,以自觉的态度教育未来的孩子。研究的方法论和方法:对儿童家庭生活准备的规定、孤儿的心理特点、寄宿制学校条件下教育的特殊性构成了研究的理论基础。采用了以下方法:I.F. Yunda的家庭生活准备证书测试卡,N.P. feyskin“Gradusnik”的改进自尊测试,观察,谈话。结果:研究的结果表明,形成必要的技能和家庭生活技能,为建立家庭关系做好心理准备,执行社会角色职能的积极动力。主要发现:孤儿家庭生活的准备工作应特别有组织和重点。对社会道德、动机、心理和教育方面为家庭生活做好准备的主要概念的吸收,使学生有可能更多地了解为家庭生活做好准备的个人方面。在家庭中形成的人际交往技能,对未来子女教育责任的理解,为家庭创造和家庭生活提供了更严肃的态度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Preparation of orphaned children and children deprived of parental care for family life
Children living in boarding institutions are deprived of the possibility of mastering the social roles of family life, which complicates the entry into an adult self-life, creates difficulties in creating and maintaining a family, so the issues of preparing this category of children to family life are relevant and socially requested. The purpose of the research is to test experimentally the program of training orphan college students for family life. The research tasks are to familiarize with the basic concepts of socio-moral, motivational, psychological and pedagogical readiness for family life; to form the skills of interpersonal interaction in the family, a conscious attitude towards the education of future children. Methodology and methods of the research: the provisions on the preparation of children to family life, the psychological characteristics of orphans, the peculiarities of education in the conditions of the boarding school formed the theoretical basis of the study. The following methods were used: test card certificate of readiness for family life by I.F. Yunda, a modified self-esteem test of N.P. Fetyskin "Gradusnik", observation, conversation. The results: The results of the study indicate the positive dynamics of the formation of the necessary skills and skills of family life, psychological readiness for the construction of family relations, the implementation of socio-role functions. Key findings: The preparation of orphans for family life should be made specially organized and focused. The assimilation of the main conceptual concepts of socio-moral, motivational, psychological and pedagogical readiness for family life has made it possible to expand the submission of students on the personal aspects of readiness for family life. The formed skills of interpersonal interaction in the family, an understanding of responsibility for the education of future children provide a more serious attitude to family creation and family life.
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