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Section 6. Pedagogical Psychology
DOI: http://dx.doi.org/10.20534/EJLL-17-2-27-29
Efimova Anastasia Anatolyevna, Lecturer in the Psychology Department, Surgut State Pedagogical University, Surgut E-mail: efimova27@mail.ru
Psychological and pedagogical peculiarities of the educational fathers' activity of various nationalities
Abstract: The problem of typology of fatherhood, taking into account the special, namely, the national and natural features of educational activities, represents a new direction in psychological science. This article presents a study of the typological characteristics of the educational fathers' activities of different nationalities.
Keywords: the psychology of fatherhood; the typology of fatherhood; family education.
The opening of borders, the building of inclusive [3]. About pedagogical incompetence, ineptitude of fa-
processes, the formation of tolerance and the manifestation of the families' interest of different nationalities to modern Russia, reveals the task of psychological science and practice, connected with the knowledge of national characteristics and culture of upbringing and education of the younger generation. Numerous research have shown that the family plays a leading role in socialization, creating the basis for social development and personality formation. The father in the family, in turn, acts not only as a mediator between the child and society, but also as a condition for the harmonious internal and external formation of the personality. Consequently, the problem of constructing a fatherhood typology that takes into account the special, namely national and natural features of educational activity, is a new direction in psychological science.
Psychological practice abounds in contradictory information that the father, on the one hand, returns to the family and shows great interest in interacting with the child and at the same time the father's contacts with the child are poor and ineffective. In such a way, the fact of the father's return to a family with the in the meantime arising problem of a didactic and fathers' inadequate to organize the life of the child and to communicate with him is obvious. I. S. Kon, L. B. Schneider, R. V. Ovcharo-va, G. G. Filippova write about the formalities of father's contacts with children in comparison with the mother
thers, their weak interest and inability to perform educational functions, especially childcare is indicated in the works of V. K. Shabelnikova, A. S. Spivakovskoy, I. G. Ovchinnikova. About the psychological unpre-paredness of a man for fulfilling the role of the father, for the unformedness of the whole system of relations to fatherhood (attitude to the future child, to himself as a future parent, parental role and parenthood in general), which is a serious barrier to building effective child-parent relations, is point out in work of N. A. Demchuk. The inconsistency of educational action, the psychological basis of the father's relationship with the child lead to the restriction of the father's contacts with the child, minimizing the time spent together [5]. However, the ability to effectively interact with the child, to use effective educational measures is not an innate education, but is a consequence of solving the task of forming a harmonious personality in the family. Effective fatherhood is formed as a result of the complex impact of external and internal conditions associated with understanding the essence of the efforts applied and predicting the result [4].
The fathers in the number of 120 people of different nationalities have taken part in our exploration, bringing up children of preschool age. 30 people of Armenian nationality, 30 people of Tajik nationality, 30 people of Georgian and Russian nationalities living in Russia, namely in Yekaterinburg, Surgut, Tyumen. Having
Section 6. Pedagogical Psychology
studied the motivation and style of father's education, we have revealed the differences that are distinctly manifested in the fathers of children ofArmenian and Russian nationality. So, the head motive of the fathers of children ofArmenian nationality is to fulfill oneself as a father, and for the fathers of Russian nationality, to assert oneself. Statistical differences between parenting styles and types of parental relations were revealed in the fathers of children of different nationalities, using the nonparametric U-Mann-Whitney criterion (processing was carried out using statistical package Statistica 6.0).
The typologization of male fathers by the factor of the characteristics of educational activity made it possible to distinguish four types of paternity, which can be conditionally designated as "inconsistent", "led", "paternalistic" and "arrogant" types [4].
So, the "inconsistent" type of fatherhood is characterized by the motivation associated with the desire to assert itself and self-fulfilling in family life, in raising the child from excessive severity and severity, the father goes on to excessive care, custody, and the establishment of the relationship of dependence with the child. The sense of responsibility for the life and development of the child is combined with a lack of control full of connivance. The child's perception of a "little loser", his father's anxious-hypochondriac attitude, excessive concern for his health and success, is poorly supported by concrete, effective actions of his father. The distribution of fathers by this type is as follows: fathers ofArmenian nationality 33.3% (10 people); Fathers of the Tajik 50% (15 people); Georgian 16.6% (5 people); Russian nationality 56% (17 people).
The "led" type of fatherhood characterizes the motivation for obtaining social approval, self-realization in children, the father's educational activities are associated with the encouragement of verbal statements of the child, a sense of self-sacrifice. Such a father allows the children to do whatever they want, in case of poor child's controllability, the father comes to despair and reacts very sharply — rudely and sharply ridicules the child, and in the outbursts of anger can apply physical punishment. They deprive children of parental love, attention, sympathy. The distribution of fathers, depending on nationality, is the following: fathers of Armenian nationality 13.3% (4 people); Tajik 23.3% (7 people); Georgian 26.6% (8 people); Russian 20% (6 people).
The "paternalistic" type of paternity is motivated by the receipt of social approval and high results in relation to the child and his development, the father's educational activities are associated with the desire to accelerate the
development of the child, encouraging his activity and demanding the authority of the parents. Such a father, often by himself example, teaches the child effective interaction, instills social norms, traditions. He prefers not to punish, but to explain what is good and what is bad, requires sensible behavior, tries to help. The distribution of fathers is the following: Armenian nationality 36.6% (11 people); Tajik 10% (3 people); Georgian 33% (10 people); Russian 13.3% (4 people).
"Arrogant" type of fatherhood is characterized by the desire of the father to get high results in the relationship with the child and his development, as well as self-affirmation due to the development of the child and his personal success. In the upbringing of the child, the father shows excessive severity and severity, seeks to develop in him a discipline, leaving no choice of behavior. Father, strictly controls the child, limits his independence, deprives him of the right to object to his elders, even if the child is right. Strict control over the child's behavior is the basis of education. In such a father, it is difficult for a child to win a reward, he "does not hold out" all the time, he always lacks something, so that his father notices his efforts and praises [4].
The distribution offathers is the following: Armenian nationality 16.6% (5 people); Tajik 16.6% (5 people); Georgian 23.3% (7 people); Russian 10% (3 people).
Identifying differences in the typology of fathers and the nature of psychological and pedagogical activity, significant differences between the educational fathers' activities of children of different nationalities were found. For example, the fathers of Armenian and Georgian nationality, who bring up children ofpreschool age, are characterized by the paternalistic type of upbringing, which focuses on the development of the child and assisting and supporting him in achieving meaningful results. For the fathers of Tajik nationality the most characteristic is the inconsistent type of education, as well as for the fathers of Russian nationality. Fathers of this type behave extremely contradictory and their upbringing is both strict and condoning.
In such a way, considering fatherhood as the parent's psychological and pedagogical activity aimed at transferring social and cultural experience to their children, it is possible to single out the typology of fatherhood associated with the nature of the construction of educational activity and its effectiveness. So, the paternalistic typology, where the "horizontal" educational impact, implies the consideration of mutual interests and the father's encouragement of the child's independence, the desire to accelerate the development of the child positively af-
fects the assimilation of socially acceptable and encouraged forms of behavior. Among factors of formation of effective fatherhood are separated external and internal, determining the nature of psychological and pedagogical activities of the father. The result of their combination, high intensity or relative persistence and duration of exposure, especially in early childhood, the absence of a positive pattern of child-parent relationships, determines the system of psychological and pedagogical activity of the parent.
Adult men need special training. I. S. Kon writes that in the 1970s the Moscow District Committee of the Party of Leningrad organized a seminar to exchange paternal experience. Party workers were afraid that the case would fall, men would not come. But they came and did not want to leave for a long time. It turned out that many fathers feel incompetent and crave for help. But this also requires professionalism [3]. The style of paternal behavior, as well as masculinity in general, is not a matter of
free choice, only trained psychologists and social workers can provide an individual approach. Acute consultations are needed for fathers who are not Russian, but who live with their families in Russia and socially disadvantaged fathers. The society should carefully study and support any male initiatives that contribute to the formation of responsible fatherhood. It is necessary to publish more books and manuals for fathers. TV and interactive Internet should be used to promote responsible fatherhood.
So, our study aimed at studying the typological features of the educational activity of fathers of different nationalities showed differences in the structure and content of this psychological and pedagogical aspect. Typological features of the modern parent are characterized by inconsistency (39% of the total number of subjects), as well as dependence on the mother or more experienced family members (21% of the total number of subjects), special principles and goals of upbringing (23.3%), excessive severity and Severity (16%).
References:
1. Davydova N. M. The head of the family: the distribution of roles and the mode of survival//Social Sciences and Modernity. - 2000. - № 4. - P. 51.
2. Kon I. S. Child and Society: Historical and Ethnographic Perspective. - M. 1988.
3. Ovcharova R. V. Psychological support of parenthood. - Moscow: Publishing House of the Institute of Psychotherapy, - 2003. - 319 p.
4. Tokareva Yu. A. The phenomenon of modern paternity: monograph/M. N. Noskova, E. A. Svezhentseva. - Ekaterinburg.: Ural State Medical Academy, - 2014. - 263 p.
5. Shneyder L. B. Psychology of family relations. - Moscow: April-Press, publishing house of EKSMO-Press, -2000. - 512 s.
