Odessa National Academy of Communications and Popova. The building of the Academy of Communications Onas (Oeis) named after. A.S.Popova. Research Institute of Infocommunications

LESGAFT PETER FRANCEVICH (1837—1909), teacher, doctor, public figure. Russia.
He graduated from the Medical-Surgical Academy in St. Petersburg (1861), first worked there, and from 1868 he headed the department at Kazan University. LESGAFT - democratic teacher, protested against the arbitrariness of tsarism in education, did a lot for development in Russia female education, advocated for freedom of science and the rights of scientists. For my social activities was subjected to repression: his public lectures were prohibited, in 1871 he was dismissed from the professorship of Kazan University, later expelled from St. Petersburg, and was under police surveillance for decades. In 1893, LESGAFT organized a biological laboratory and the first “Courses for teachers and leaders” in Russia. physical education”, who trained many women teachers (“lesgaftichek”). In 1905 he opened the Higher Free School with courses for workers.
LESGAFT became a recognized author scientific system of physical education. He defined the most important principle of physical education - its unity with the mental, moral, and aesthetic. It is necessary to develop in a person the ability to control his body, which is achieved according to LESGAFT, natural movements. This name means that these movements correspond to the characteristics of each muscle group and cause the actions of all muscle groups body (conformity to nature): running, gymnastic exercises without overexertion, etc. Movements that are contraindicated by the nature of a particular muscle group are excluded. It is important that all physical movements are not imitative, but conscious. LESGAFT assigned a special role to outdoor games in the system of natural movements. He valued them for their versatility, since they contain physical exercise For various groups muscles, they form character, promote moral and mental development.
The theory is also interesting family education, proposed by LESGAFT. She is full of love and respect for the child. True care for him requires studying his mental and physical characteristics.
LESGAFT talentedly filled the gaps in domestic pedagogy related to issues of physical and family education. Ushinsky’s prediction that serious development of the theory was also justified physical development can be done by a scientist - a doctor and a teacher. LESGAFT gained the respect of his contemporaries for his selfless social activities in the field of education. His name is still revered today, and his works are widely used in the training of athletes and physical education specialists.

Family education of a child and its significance
Introduction

The most essential requirement that must be presented to an educator and teacher who takes upon himself the responsibility of guiding a child entering school is that he understands the child, his mental functioning, as well as his individual properties, since, without knowing the conditions mental development child, the teacher can every minute become stumped by the manifestation of one or another character trait of the pupil, will not be able to find the main reason for this act and will lose sight of the close connection of the child’s individual characteristics with his preschool environment and family discipline.
It is no less necessary for each educator to be clearly aware of all the requirements that are placed on the child within the walls of the school, and to strictly monitor the influence that the school order has on the child. Quite often we have to observe that both parents in the family and educators at school influence the child, completely unaware of why exactly one or another educational measures should be applied to him; but such unconscious guidance of a child’s personality never takes place without serious consequences and sometimes reverberates throughout his entire subsequent life.
Most educators, in case of failure of their pedagogical measures, willingly blame everything on the notorious “heredity”, on the “innate depravity” of the child. nature or, to console themselves and others, they refer to some elusive influences that supposedly cannot be foreseen or avoided.
Having become accustomed in everyday life to very hasty conclusions when it is necessary to indicate the reason for this or that action of an adult, we usually limit ourselves only to accusations and censures, also when asked: where to look for the reasons for bad habits or immoral actions of a child who has barely reached school age?
However, these accusations and censures do not clarify anything at all, but only prove that the teacher does not want to take the trouble to find out those mental motives, which form the lining of every human action. Due to lack of attention, and most importantly due to ignorance, they usually rush to admit the existence congenital evil inclinations, they eloquently talk about “incorrigibly spoiled” children, as if this corruption appeared on its own and the child himself was responsible for it! The influence of adult leadership somehow always remains in the shadows; and they don’t want to believe that the “depravity” of a child of school or preschool age is the result of the education system, for which one pupil still pays. In the vast majority of cases, it is not the innate stupidity (moral or mental) of the child, but pedagogical errors that prepare the child for a bitter future, leaving indelible traces of moral corruption and mental impotence on his personal manifestations and habits.
Who doesn’t know that the whole point of education (both in the family and at school) often comes down to the fact that the child needs learn, Moreover, the word “teach” often means: exact, punish, threaten etc. It cannot be otherwise as long as they act completely blindly, according to routine, without realizing each step; if you don’t “know yourself”, don’t learn to connect cause with effect, then routine pedagogical techniques coercive behavior will continue to reign within the walls of the school, as well as in family life.
This study presents the main types of children who have to be observed when they appear at school, and, if possible, the connection that exists between the observed typical manifestations and the conditions under which children develop in the family is clarified. The results of the observations presented are still very incomplete, and if they are presented in the form of an anthropological sketch, it is only in order to provoke further observations and checks and, thus, by common efforts to clarify the development and significance of the types encountered in school and in the family. (...)

School types (Anthropological study)

Lesgaft P.F. Selected pedagogical works.- M., 1988. - S. 18-19, 24-114,137-138.

Family education is the most popular type of education at all times. The sociocultural phenomenon of the family, its evolution or stagnation (depression, stagnation), the ability to differentiate own experience development, satisfaction of the basic needs of all family members for self-actualization, safety, acceptance and approval, personal growth and development. These family indicators are closely related to the biological, psychological and social functioning of each family member and are especially significant for children and adolescents.

IN modern conditions The institution of family is considered as the main one in the upbringing and development of a child, along with the family important role have public and government agencies (kindergarten, school, institutions additional education and etc.).

A family is a kind of collective, whose members are different in age, profession, are connected by ties of kinship, and lead a common household in which children also take part. Relationships among family members are built on mutual love and respect, understanding and acceptance, support and mutual assistance. A special atmosphere in the family is created by a communicative culture of communication between all family members: children and parents, brothers and sisters, with grandparents. The enrichment of children’s life experience and the level of their spiritual and moral development depend on the level of interaction between family members.

The specificity of raising children in a family is that, starting from the prenatal period of fetal development, then the first days, months, years of a child’s life are considered the most responsible and difficult.

With the birth of a child, new and complex tasks appear in the family.

One of the primary tasks of the family is to ensure the physical development and upbringing of the child. This includes child care, timely and proper nutrition, walks, hardening the body and instilling sanitary and hygienic skills. For young children, it is important to organize games with object toys (rock, feed, roll, put to bed, etc.). These play activities introduce the child to the world of adults and improve his physical capabilities, broaden his horizons.

In the first years of a child’s life, parents’ concern for satisfying his physical needs should be combined with the development of his spiritual and moral formation. This includes telling fairy tales, reading books, watching children's cartoons, movies, listening to music, looking at illustrations and paintings.

In the preschool years, education in the family should be aimed at developing a culture of feelings. This is the cultivation of reverence (deepest respect) respect for parents and elders, close to the fear of offending, upsetting relatives and friends. Instilling reverence by parents contributes to the formation of obedience, which is especially important in modern conditions, when there is a loss of such criteria as “possible” and “impossible.” The family is obliged to create conditions for instilling in the child a sense of shame, bashfulness, which is characteristic of every person, so as not to let him die out in childhood. The culture of consumption, abstinence, and self-restraint occupies an important place in raising children in the family. To do this, it is necessary to develop in children the need to adhere to a daily routine, harden themselves, perform housework, neatness, and moderation in food. Cultivating reverence promotes the formation of a relationship with another person: these are feelings of understanding and compassion. Children from an early age must learn the rules: do not offend anyone; help as much as you can; do good. It is necessary to pay Special attention nurturing truthfulness in children in the family; for this, parents and adult family members must be an example in words and deeds, not deceive children and not give them false messages. Nurturing a sense of will is nurturing character. Also A.S. Makarenko proposed exercises for training the will and called them “behavior gymnastics.” Modern pedagogy and psychology have accumulated a sufficient number of exercises for cultivating the will: “Praise yourself” for demonstrating volitional efforts: you didn’t want to, but you did, you couldn’t, but you learned, etc.

Raising conscience in children in the family is the most significant manifestation of spirituality. Conscience is an expression of self-awareness, it is the voice of the inner “I”, it is the education of conscious responsibility for oneself. NOT. Shchurkova notes in her research that conscience is the basis of universal morality. A person’s morality is determined by its condition. Conscience can be: calm, clear, weak, dead, “burnt” - this is an extremely dangerous state, a person loses the boundaries of what is permitted, does not feel responsibility, loses a sense of the value of the world, man, the creator. This leads to vices and crimes.

Parents and adults in the family should know that the education of feelings in children is carried out through classical art, which is present in literature, music, fine arts. To do this, you need to read, discuss what you read with your children, go to museums, exhibitions, theaters, analyze what you see, teach them to see and admire the beautiful.

Words occupy an important place in the development of feelings in children. In modern conditions, an irreverent attitude towards the word, oblivion of its spiritual foundations, has led to the devaluation, desacralization (impoverishment) of the active vocabulary of not only children, but also adults themselves. This is confirmed by frequent use profanity by adults in the family, in public places, which sets a bad example for children.

Specific tasks exist in raising children in a family based on gender (sex). Parents should know that nature itself has programmed the behavior characteristics of men and women. If the latter is sensitive, irreconcilable to evil, then the man is courageous, capable of bearing responsibility for his loved ones and defending the Motherland. As soon as the child is early age begins to realize his “I”, this begins the long path of his formation as a person. Only by the age of 5-7 years do children have a clear differentiation of the rules of their behavior in accordance with the morals and customs of the environment in which the child is located. Children do not yet have developed experience of behavior, they do a lot unconsciously, and their parents (father and mother) are role models for them, so the atmosphere of family education in their childhood will largely determine their behavior in the future, as husband and wife. Druzhinin V.I. Family psychology. - M. 2007.

From preschool age, parents are obliged to take care of the labor education of their children, so that the qualities of a creator, and not a consumer, are formed (the latter, unfortunately, we see more often today). It is important to teach children to self-service, help the family with housework and housework, and to please loved ones with their work. Parents, observing the work of their children from childhood, their hobbies, inclinations, will help them in the future in choosing a profession. Fostering hard work in a child is the highest moral indicator of a developing personality.

The task of parents is to create conditions in the family for the mental education and development of children. It is important to teach children to observe natural phenomena, compare objects and phenomena, highlight similar and different. Atmosphere intellectual life in a family is characterized by the fact that adults and children work, the book is owned by all family members - main source knowledge, there is a tradition of reading together and watching TV shows. Not last place V mental development children are occupied with modern information Technology. Children master working on a computer faster than adults, so it is important that parents measure the amount of time they work with it, offer their children developmental games with constant complexity, where the child must show ingenuity, dexterity, and learn to analyze. However, without proper control on the part of adults, there is a danger of developing computer “gaming phobia” in children.

Already at preschool age, the family forms an aesthetic culture in the child. WITH early childhood Parents teach the child to rejoice at his mother’s smile, a beautiful toy, a flower, birds singing, beautiful music, an interesting book, a beautiful human deed. In aesthetic education, it is important to teach children not only to enjoy the beauty around them, but also to understand and cherish it in nature, specific actions, deeds and thoughts. Kulikova T.A. Family pedagogy and home education: Textbook. - 2nd ed., rev. and additional - M.: Academy, 2009.

A special place in family education is occupied by the period of preparing children for school. Preschool age- this is a fertile period for the formation of learning motivation. To do this, it is important that the child “goes through” all types of play activities: games with objects, directing, role-playing, theatrical (dramatization), didactic, etc. A kind of “saturation” occurs. play activities, (although the game will accompany him in later life), which contributes to a change in the child’s position. There is a desire to go to school, an interest in learning, learning new things. Parents support interest in school; “At school you will learn a lot of new things”, “From the first of September you will start working like an adult”, “Studying at school is yours job responsibilities" It is important to pay attention to the formation of such qualities that are necessary for academic work: the ability to bring what has been started to the end, overcome difficulties encountered, evaluate the quality of work and its results, experience pleasure from a completed task, and be upset by failure. This creates a joyful, completely real personal position for the future schoolchild. A child going to school for the first time is internally prepared for his new position and experiences a feeling of pride that he is a schoolchild. Parents should support the child’s desire for school and interest in the new and unknown. What needs to be done for this? First of all, take care of the first-grader’s workplace. Organize correct mode of the day: a constant time of going to bed and getting up, four to five meals a day, constant time for studying at home, availability free time for games, doing your favorite thing, walking in the air. After the daily routine has been drawn up, adult help should be expressed in reminders of upcoming tasks according to the schedule. Adult supervision should not be intrusive and constant. The child needs to develop independence. Junior schoolchildren are very sensitive to approval and comments, so teach children to share their successes and not hide difficulties. Show your children your interest in the child’s successes and your desire to help in difficulties. Practice shows that children are more easily included in school life if, in the first month of their school life, one of their parents is nearby and helps them get into a new rhythm of life and organize their activities.

So, the attention of parents to the child’s school affairs will help him understand learning as a duty, an obligation and form a responsible attitude towards learning. Whether the family will be able to support the child’s cognitive interest and independence in the first year of schooling, his success in academic work in subsequent grades depends on this. The family's tasks become more complicated as the child grows and moves from grade to grade.

FAMILY LIFE OF A CHILD

The family life of a child occupies the first seven years after his birth. This department in a child’s life can be divided into following periods: 1) First year after birth before end of the first year; at this time, the child moves from a lying position to a sitting position, and then stands up and begins to walk on his own; from the seventh month he begins to have teeth, he begins to distinguish those around him, and at the end of this period he begins to pronounce the first articulated sounds, that is, he begins to separate what acts on him from the outside. 2) From end of first year before the beginning of the third year; During this period, all baby teeth come out, the child moves freely and clearly articulates the sounds of his speech. He distinguishes himself from environment and calls himself in the first person “I”, i.e. he begins compare sensations separated by him. 3) From the beginning of the third year before end of fifth year the child repeats everything; he himself notices, repeats, names and inquires about the correctness and meaning of the words he pronounces, that is, he assimilates the conventionality of the sensations that appear to him and connects them with the words of his speech. 4) From fifth before end of the seventh year At this time, the child observes, repeats, reasons, that is, he tries to use reasoning to figure out for himself the meaning of the actions and phenomena he observes, as well as the relationship between people. During the family period of a child’s life, his type develops, he learns the customs and habits of a given area and family, and therefore this period has big influence on a person’s life and leaves an almost indelible mark on his entire future existence. The purpose of education is to promote the development of a person distinguished by his wisdom, independence, artistic productivity and love. It must be remembered that the child cannot make a man but this is the only way promote and not interfere with him so that he can develop a person within himself. It is necessary that he develop an ideological person and strive in life to be guided by this ideal.

The main reasons which must be adhered to when raising a child during his family life: 1) purity, 2) subsequence in relation to word and deed when dealing with a child, 3) absence of arbitrariness in the actions of the teacher or conditionality these actions and 4) recognition of the child's identity constant treatment of him as a person, and full recognition of his right to personal integrity.

The purpose of all education is to promote the development reasonable person who would be able to connect past life experiences with real life and be able to foresee the consequences of one’s actions and relationships towards another person, clarify for oneself the causal relationship of the phenomena observed by one, and creatively predict and manifest, which is precisely what human wisdom is expressed in. It is clear that such manifestations can only occur when a person is able to develop his own thought and apply it himself. It is also necessary that these manifestations, like all human actions in general, be so expedient and quick, and at the same time simple and accurate, that they make it possible to increase the productivity of a person and bring it to artistic grace.

The wisdom of a man should prove to him the narrowness of private life, and point out the significance of public manifestation, in order to suggest to him his duty to contribute to the improvement of the society in which he finds himself; in the same way, his ideology should contribute to the opportunity to idealize society, his neighbor, and even the business in which a person is busy, and thereby show his love, since true love necessarily requires idealization of what it refers to. Therefore, wisdom and love, as exclusively human manifestations and possible only with the presence of education, should constitute main goal education.

However, certain conditions are necessary to achieve this goal. A great degree of energy is required in the manifestation of the being; such living energy is possible, however, only under favorable conditions of conception and uterine life, as well as family life, which would maintain such energy and in no way lower or weaken it.

1. Purity required as necessary condition proper nutrition, and also as a necessary means to protect against any infection. It has already been said earlier about the cleanliness of the mother’s body during pregnancy and its effect on the metabolism and nutrition of the body. Uncleanliness of the breasts and nipples can already cause thrush (Soor) in the child, just as uncleanliness of the genitals, especially during childbirth, can cause inflammation of the eyes of the newborn (ophthalmia neonatorum), which is the cause of blindness in one third of all blind people.

The skin of a newborn is thin, soft, red due to the thinness of the layer covering the blood vessels; it is covered with lubricant (vernix caseosa), consisting of tire elements, fat and fluff. On the 4th or 5th day, and no later than 2 weeks, the surface of the skin begins to peel off; At the same time, fluff falls out on the entire surface of the skin, as well as hair on the head. All this indicates what great importance for exchange and nutrition it has such a delicate, thin and large surface, which in a newborn is relatively larger than in an adult. Frequent discharge of urine, as well as the contents of the intestinal canal, the formation of deeper inguinal folds, as well as popliteal and axillary cavities - all this requires the greatest possible purity and removal of decay products. Otherwise, this impurity irritates the skin and causes itching and various skin diseases, which greatly bother the baby and prevent him from sleeping and restoring during sleep. big losses, occurring in it. In the room where the baby is located, under no circumstances should dirty linen be kept, everything around should be clean and white, there should not even be a stain anywhere, and under no circumstances should one allow that specific smell that one can usually tell from a distance. recognize the presence of the nursery.

All the so-called infectious diseases of children, such as measles, scarlet fever, whooping cough, smallpox, diphtheria, etc., are only a consequence of untidiness and would be completely unthinkable with absolute cleanliness. When a child dies from such an illness, the blame certainly falls on those around him, who, while mourning the child, are actually mourning their own uncleanliness.

The high mortality rate of children in the family period always occurs most where loose morals and untidiness are most developed (...)

2. The absence of arbitrariness in the actions of the teacher or the conditionality of his actions is an essential requirement in raising a person. During family life, a child forms his own habits and customs by repeating the actions of those around him. What the child himself is exposed to at this time will certainly be reflected later in his actions towards others. Any voluntary action has the character of an accident and is carried out under the influence of feeling and therefore is usually harsh and even rude. In order to act with greater consciousness, it is necessary to discuss and clarify what is noticed, bringing, if possible, into a causal relationship the demand posed and what caused it.

They usually say that a child must obey and obey; he will reason later. Here, however, the following psychological situation matters: Depending on how we learn to act for the first time, we will act in the same way later. Just as everything learned is learned only through exercise, so the ability to reason is also learned only gradually. Without reasoning, abstract thinking is impossible, and without abstract thinking, human volition is impossible. Therefore, it is necessary to teach a child to reason during the family period of his life. During visits to city schools in Leipzig, I attended the lesson of one young teacher; he constantly hit his students, first in the face, then anywhere with a small cane, which he had prepared for this purpose. When I met this teacher in the evening and asked him whether he found corporal punishment useful and even possible in school, he firmly replied that it could be done well without it. When I asked why he used them, he answered frankly: “It’s more likely.” This speed, however, is usually associated with arbitrariness, with a random rude action that does not correspond to the reason that caused it, v therefore often completely unfair and insulting to the child’s personality. On the contrary, it is necessary to accustom the child to be aware of his actions, to constantly think about what he is doing, and to constantly monitor and clarify for himself the basis of his actions; only in this case he is able to develop the human being within himself. This requires corresponding actions on the part of others.

It is necessary to distinguish the child’s desire to find out the question that he has from simple talkativeness and his constant questions, which he himself is already able to resolve; such talkativeness of a child is very unprofitable; it will not be reasoning over phenomena noticed by the child himself, but only random pronunciation of words and little conscious and even superficial attitude to the point. Such talkativeness should never be encouraged in a child. The reason for this phenomenon is usually the empty chatter of adults and the inability to handle and speak with a child. In an active and working environment, where everyone is constantly busy and the child is busy, there is no time for idle chatter. Only when the person closest to the child is released from work does he turn to him to clarify his doubts and receive a short and simple answer. Accordingly, the child poses his own questions, which he initially thinks about himself, and then turns to others to check or clarify them. You just shouldn’t push the child away, chase him around in vain and treat him randomly, on the spur of the moment, sometimes very affectionately, sometimes harshly, completely arbitrarily, as necessary, never finding out the basis for his actions. In the latter case, of course, the child will also repeat what he perceived and will never learn to reason about what he is doing and what he is doing.

3. Subsequence in relation to words and deeds when dealing with a child, it is a very significant requirement in his family upbringing. It must be remembered that a child is born only with a certain degree of body energy. The organs of active activity are only outlined and are far from developed; they must gradually develop as they are excited to work. The child's manifestations are initially exclusively imitative; at the same time, through his questions, he learns the conventional meaning of the sounds he pronounces, as well as the conventionality of the sensations that he has and through which he learns to distinguish the influence on him outside world and what is happening in his own body. From these, the child develops ideas, by separating and comparing which he already develops a criterion for his actions. If a child notices that adults have no consistency, then he is not able to internalize this criterion, his actions will be random, shaky, and will not be guided and directed by any serious reason. If a child is told about something as if it has already been done, but in reality he sees that this is not so, that it has not been done, then he assumes that one can say one thing and do something else that does not correspond to the word. If, in the presence of a child, we demand that the visitor be told that we are not at home, he will initially look in amazement and immediately express his doubts. The statement that it is not his business, so that he remains silent and does not reason, does not explain the matter to him, he is only confused and believes that he can act as he has to or as he wants. Under such conditions, the child does not assimilate the criterion of truth, he has no basis for its moral manifestations, he will be guided only by his feeling, what is pleasant to him, he will do, what is unpleasant - he will avoid, i.e. he will be guided by what what motivates every animal. The child will thus be confused about the foundations of human moral manifestations.

Truthfulness is not given to a person ready-made; it must be acquired and assimilated initially only by observing the lives of others, just like the speech of a child. You can talk to a child, adapting and repeating those incorrect and poorly articulated sounds that he pronounces, then he will not learn to speak correctly for a long time, and even some irregularities in pronunciation may remain with him for the rest of his life. All this forces the adult to be very consistent in all his actions, which the child constantly monitors, learns and acts accordingly. The truthfulness of a child consists only of the truthfulness of the environment surrounding him, or, at least, of the person to whom the child is most attached and who relates to him most easily. Should you just push your child away if he speaks out? phenomena noticed by him, and not pay his attention to the consistency in the actions that he notices, so that he begins to tell lies, which will easily become a habit for him, which he will not soon get rid of. It must be firmly remembered that the child mainly affects the matter, not a word; he is so real that everything he does is influenced by the actions he sees. Repeating what he actually notices around himself, he develops his habits and customs from this; under the influence of this his type is formed. All this indicates how essential the consistency and truthfulness of the adults in whose environment he lives during the family period of his life is for the child.

4. Recognition of a child's identity with the very beginning of his conscious life is also very important, and usually too little attention is paid to this during education. Usually, parents believe that the child is their property, their property, with which they can act completely unaccountably, as with a thing. Only in that case are they inclined to recognize the young man’s personal integrity when he is able to live by his labor. But such an attitude towards a child is completely wrong and nothing like this can be allowed, since only parents are obliged to promote human development. This obligation stems from their past, they at one time used the same, therefore they give only their moral duty to their offspring. The more educated a person is, the more he controls himself, the more more love he will treat the child, idealizing him as a person. The recognition of his personality and his inviolability is certainly associated with the image of a person, but again a person becomes accustomed to this only in his youth; how he was treated and what attitude he saw towards others, so he will treat others. With education, the attitude towards people undoubtedly becomes more attentive, but the greatest trace is still left by what is learned during the family period of the child’s development. You need to see a child who has never been insulted or touched personally to be convinced of how sensitive he is to people and how closely he takes every insult inflicted. Such a child is always very impressionable and more capable of education. This is completely understandable: he was always treated with full attention, he did not know any insults and oppression associated with them, he retained such an energy that he must be very impressionable to everything that influences or excites him, he is therefore very observant , and through observation he easily gains life experience.

Usually, according to accepted custom, a child is looked at as a doll that exists for the amusement of adults. As soon as the baby is born, the midwife pats his buttocks to make him sigh deeply; it is tightened with a swaddling wrap so that adults can wear it comfortably; they sit him down and carry him in their arms because it amuses the adults; they kiss him, and the adults irritate themselves; in a word, they perform a series of actions with the baby that are comforting or convenient for adults and, undoubtedly, harmful to the baby. All this should not be done and cannot be allowed to happen without harm to the child. There is no need to cause an increase in respiratory movements in a newborn with a blow; he will already move under the influence of the new environment into which he has appeared, and will also make respiratory movements; if these movements are not strong enough, then there are enough measures to excite him to increased activity without these usual blows of the midwife. You should not pull a child, carry him, sit him down or rock him, it does not bring anything other than harm to the child; all this hinders its development (constriction), irritates and disturbs it (carrying it) and accustoms it to an additional stimulus (rocking), without which the child then screams. The mother needs the child to sit up sooner, so that his teeth emerge sooner, so that he stands faster, walks faster; In addition to all this, he is artificially aroused and supported by artificial measures. Such acceleration violates the gradualness and consistency in the child’s development, which alone can be accepted as normal. Violation of this gradualness leads to illness and even death. Instead of a child myself learned to sit when he is able to maintain a sitting position, myself learned to crawl, stand up, walk, he is forced to do all this before he is able to do it himself, but when adults want it. He must be left lying there, not touched or dragged, until he does this himself. It is necessary that the baby myself complicated his actions. to the best of our ability. Froebel's gardeners force the child to even imitate and thereby deprive him of every opportunity to do everything himself.

The whole secret of family education is to give the child the opportunity to develop himself, to do everything on his own; adults should not run around and do nothing for their personal facilities And pleasure, and always treat the child, from the first day of his birth, as a person, with full recognition of his personality and the inviolability of this personality<...>