For the family, the school period is also a serious test.
The responsibility of parents is, first of all, the ability to organize a schoolchild's day. It is parents (usually this is what mom does) play a leading role here. It's good if my mother retains her organizing role throughout the primary school. At the very beginning, it completely builds the process (it determines the time when they prepare lessons together with the pupil, sets the time for walking, for help at home, communicating with friends, visiting circles, and also, spare time). But gradually and very consciously, the mother delegates a part of her responsibility to the child. So, already from the second grade, girls are usually able to prepare lessons on their own (boys - from the third). Mom has only a general unobtrusive control over the process.
A huge role in the upbringing is played by the daily routine, which assumes a physiologically justified alternation of training load and rest. In this case, reasonable progress is possible in the classroom (after all, not a person exists for the regime, but vice versa). But in general, the overall frequency of actions should be maintained. Then the schoolchild's organism adjusts to this rhythm of activity, and the child is easier, his day becomes predictable and understandable.
Gradually transferred to the student and responsible for certain work in the field of household. The student must necessarily have some responsibilities acceptable for his age, which he must regularly perform. The principle is the same. First, the child does a new job with his mother, then gradually the responsibility for its implementation is shifted to the schoolboy.
Labor duties in the home are of great importance in home education. They form the skills of reasonable discipline, train self-organization, train the volitional sphere. In this case, boys usually need more independence, and girls - more care for them
Other features of the upbringing of school-age children include a gradual increase in the child's independence. It allows the student to feel himself in the new social role of an adult or an almost adult person. In addition, he has the opportunity to practice solving problems posed by himself or an external significant environment (parents or school). Parents should be sympathetic to these changes in the child's personal development. He urgently needs your constant support, understanding and approval of his activities. Good parents are flexible enough and try to take into account that their child has grown, that for him the successes and failures in school are of great importance now. After all, schooling is perceived by children as a socially significant activity. That is why lack of understanding and reasonable approval (not praise!) From the parents can disrupt the initial contact in the family.
Important in this period is the physical development of the child, although not all parents realize this. After all, the modern passive way of life of citizens deprives schoolchildren of vital loads vital for the growing organism. Therefore, doing sports is designed to fill this lack of workload. Physical exercises are important not only for health. They are an important part of the education system. With their help the strong-willed sphere is strengthened, the child learns to set goals in front of him and reach them, learns to overcome laziness, inertia, fatigue. In the end, correct physical activity teaches the student self-control and self-discipline.
Quality education of schoolchildren
It is impossible without certain knowledge in the child's age psychology. In particular, it is important to take into account that an increasing influence on the upbringing of the personality of the schoolchild is beginning to be provided not by the family, but by the society. This is exactly the environment that ideally would have to confirm the basic attitudes that children have learned in the family, to strengthen them in the minds of schoolchildren. In real life, this is rarely the case today. As a rule, the school community (especially in the adolescent period) seeks to oppose itself to traditional attitudes of family education. Unfortunately, this has already become part of the culture of the last several generations. But do not despair! Practice shows that it is possible to raise worthy children even in the presence of this temporary conflict period between the generations of "fathers" and "children". Contrary to all fears, the conflict age is over, and relations in the family are stabilizing. At the same time, both parents and a teenager suddenly realize for themselves that it has made some qualitative changes in the relationship.
The peculiarities of the upbringing of children at school age include the consideration of the age and gender specificity of behavior in these years. For example, it is noted that children begin to play mainly with members of their own sex at about 8 years old. At the same time, ignoring or even observing elements of hostile attitude towards the representatives of the opposite sex. This is just a logical stage of development. During this period, all the girls for boys become slanderers, bothers and bores. Girls, on the other hand, consider all the boys to be fighters, bully and braggarts.
It is in the minds of school-age children that concepts such as friendship and comradeship are formed. Closer to the adolescent age, the elements of the perception of inter-sex relationships also take shape. It is during this period that the first love usually arises, especially among girls.