Questionnaire for students "communication in the family." Questionnaire for students “communication in the family” Questioning the features of communication between parents and children

Application

Questionnaire for parents No. 1.

"Family Communication"

Goal: to reveal the peculiarities of communication between parents and children

1. Are you and your spouse unanimous in raising your child?

2. What is your position in communicating with your child (dominant, equal)?

3. How do you most often influence a child - in the form of instructions, explanations, persuasion, requests?

4. How often, while going about your business, do you pretend to listen to your child, but don’t hear him? (Often, sometimes, never)

5. Do you insult your child (verbally) when you have a conflict with him? (Yes, sometimes, never)

6. Do you take into account your child's emotional mood? (Always, sometimes)

7. How often do you reprimand your child if he makes mistakes in communication? (Always, sometimes, never)

8. Do you remind your child if he forgets to say speech and etiquette formulas?

9. Do you always understand your child’s mood?

10. Do you understand the child in the process of communication by his gestures and facial expressions?

11. What techniques and how often are used in the family to develop a child’s communication skills?

12. What difficulties do you encounter in the process of formation?

13.What prevents you from having full communication with your child?

Questionnaire for parents No. 2.

"Parents about their child"

(based on materials)

1. With which of the adults in the family is your child most willing to spend time and be more frank?

2. How does your child respond to praise and punishment?

3. How do you encourage your child? Which forms of reward work better and which ones work worse?

4. How does your child react to reprimand?

5. Does he have responsibilities around the house? Which?

6. Who is your child's friends with?

7. How often do you have your child’s friends over at your house?

8. How does your child prefer to spend his free time?

9. What kind of inclinations and interests does your child show?

10.What would you like to know about your child?

Questionnaire for parents No. 3.

"ECOLOGY AND SMOKING"

How many members of your family smoke? _________

Does it happen that your child is in a smoky room? Not really

If you don't smoke, do you consider it dangerous to be around a smoking person? Not really

If you don't smoke, do you prefer to leave the room with smokers? Not really

I believe that smoking aggravates the impact of unfavorable environmental conditions on people's health. Not really

Questionnaire for parents No. 4.

"ECOLOGICAL EDUCATION IN THE FAMILY"

Do you have animals at home? (Cats, fish, dog, hamster, etc.) _______________________________________________________________

Whether there is a ? ________________

Who cares for animals or plants? ______________________

What does the child do? _____________________________________

Do you go outdoors with your child? _____________________________

Where does the child usually spend the summer? ________________________________

How do you feel about introducing your child to nature in kindergarten? ______________________________________________________________

What are your suggestions for organizing a kindergarten? ________

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Problems in child communication with peers

The problem of communication between preschoolers has always been relevant in the research of foreign and domestic figures in pedagogy and psychology.

And this is not without reason, since it is a completely natural phenomenon. Children love to share their experiences during different activities. Children's games together do not take place without communication, which is the leading need of children. Without communication with peers, a child can experience certain mental disorders.

And, conversely, full communication is an indicator of the harmonious development of a preschooler’s personality.

A child’s communication should not be limited only to relationships within the family. Preschoolers should have contact with peers, teachers, and other adults.

A kindergarten group is practically a stage on which interpersonal relationships unfold between children—its actors. Not everything goes smoothly in children's interpersonal interactions. There are quarrels and peace. Temporary truces, grievances and petty dirty tricks.

In all positive relationships, preschoolers form and develop positive personality traits.

During negative moments of communication, a preschooler receives a charge of negative emotions, which is fraught with sad consequences in his personal development.

What are the problematic forms of relationships with peers?

Forms of communication that are problematic include increased children's aggressiveness, excessive touchiness, shyness, and other communication problems.

Let us briefly consider the factors of improper communication between preschool children and their peers.

Aggressive children

If a child is aggressive, it is unlikely that his peers will become friends with him. Most likely, children will avoid such a child. Such children are objects of increased attention from parents and teachers.

Most preschoolers exhibit aggression to one degree or another. And it’s normal when a child reacts with some degree of aggression to unfair actions from the outside. However, this form of aggressive behavior does not in any way affect the general condition of the baby and always gives way to peaceful forms of communication.

But there are children whose aggressive manifestations are a stable side of their personality; they persist and even develop into the qualitative characteristics of preschoolers. This harms the normal communication of children.

Let's turn to another problem of children's communication.

Touchy children

Although touchy children do not cause much harm to others, it is also very difficult to communicate with them. Any wrong glance in the direction of such preschoolers, an accidentally dropped word, and you already lose all contact with such a child.

Grievances can be very long-lasting. It is not easy for a touchy child to overcome this feeling, and he can withdraw into himself for a long time.

This feeling has a destructive effect on any friendly relationship. Resentment leads to painful experiences for children. They originate in preschool age. Younger children are not yet familiar with this feeling.

During the period of preschool childhood, when a child's self-esteem is formed, resentment arises suddenly and takes root deeply in the child's consciousness.

Unlike an aggressive child, a touchy child does not fight or show physical aggression. But the behavior of a touchy preschooler is demonstratively suffering. And it is not conducive to friendly communication.

Often, an offended preschooler deliberately attracts the attention of others by deliberately refusing to communicate with anyone who approaches him.

Shy children

Communicating with shy children brings little pleasure. They generally refuse to communicate with unfamiliar children and adults. Getting to know them is a problem of the highest level.

Unfortunately, the beginnings of shyness can be observed in most preschool children. And if in 60% of preschoolers shyness disappears as soon as the child is offered something interesting, then it is very difficult to get others to talk.

Not everyone and not always succeeds in talking to a shy preschooler. When a stranger approaches, be it an adult or a child, a shy child feels emotional discomfort and becomes timid. In his behavior one can detect notes of anxiety, and even fear.

Shy preschoolers, as a rule, have low self-esteem, which prevents them from entering into relationships with peers. They feel like they will do something differently than what is required of them. And therefore they refuse to take steps towards the group of children at all.

They remain aloof from common affairs and any joint activities, watching the games of other children from the sidelines.

I would like to note another type of children who have communication problems.

Demonstrative children

Such children, as a rule, compare themselves with other children and demonstrate their successes to everyone around them. They are arrogant and proud, even as children.

Demonstrativeness gradually turns into a stable quality of the child’s personality and brings him a lot of negative experiences. On the one hand, the child gets upset if he is perceived differently than he presents himself to be. On the other hand, he does not want to be like everyone else.

At times, a demonstrative child is able to perform a positive action. But this is not at all for the sake of someone else, but only in order to once again show oneself, demonstrate one’s kindness.

Communication with a demonstrative child becomes very difficult in preschool age. Demonstrative children love to attract undue attention to themselves; they often bring beautiful toys to kindergarten to show off to other children.

Interestingly, demonstrative children are active in the communication process. But this communication on their part is devoid of interest in the other.

They talk exclusively about themselves. If they fail to assert themselves in the eyes of their peers, and especially adults, then such children begin to show aggression, make scandals, and quarrel with everyone.

And although other children don’t particularly want to communicate with them, they themselves really need to be surrounded. Because they need someone to listen to them in order to demonstrate themselves to society.

Features of communication between preschoolers and peers

As we discussed above, preschoolers’ communication with peers is very dependent on them. If they are aggressive, touchy, envious or demonstrative, then they often have problems in the process of communication.

But all children of the age we are considering also have common features of communication with peers.

Preschool children are characterized by increased emotionality. In a group of peers, they exhibit other forms of communication.

This applies to expressive and facial expressions. Children generally love to gesture during conversations and support their statements with facial expressions. This helps them be emotionally expressive when communicating.

I would like to note some features of communication between children in preschool age. Children love to communicate. During communication with peers, they develop speech skills and develop communication skills. Of course, there are also some problems with communication associated with frequent conflicts in the children's team.

Communication with peers is more relaxed than with adults. Completely different forms of behavior prevail here. Features of the behavior of preschool children during communication include irregular communication patterns. Such as bouncing, bizarre poses, antics. One child may deliberately imitate another, which does not happen in communication with an adult.

But in every free manifestation, the child reveals his individual personal characteristics. And these distinctive features of children’s communication with peers remain until the end of preschool childhood.

Another feature of children's communication in preschool age can be considered that the child's initiative predominates in response actions. The preschooler quickly responds to another child’s remark with reciprocal activity. At such moments, dialogue speech develops. At the same time, you can notice such problems as protests, grievances, conflicts, because the child is trying to be the last to say his weighty word. And none of the children wants to give in.

About forms of communication between children and peers

Now it’s worth talking a little about the child’s forms of communication among his peers.

The first form of communication among preschool children is usually called emotional and practical.
A child, often in early preschool age, expects participation in undertakings and pranks. This form of communication is situational and depends on the specific situation.

Problems in this form of communication can arise during interactions between communication partners. Either children switch their attention from their interlocutor to some object, or they fight over this object.

This is due to the fact that the development of objective actions is not yet occurring at a sufficient level, and the need to use objects in communication is already being formed.

In such cases, permission is reluctant.

Another form of communication between peers is called situational and business.

Around the age of four, its formation begins and continues until the age of 6. The peculiarities of this stage are that now children begin to develop skills in role-playing, even role-playing games. Communication is already becoming collective.

The development of cooperation skills begins. This is not the same as complicity. If in the emotional-practical form of communication, children acted and played individually, although they were in the same group. But everyone imagined themselves differently. Here, children in the game are closely connected by a single plot and the roles they take on.

One role falls out, and a problem arises - the plot of the game is broken.

Therefore, it can be stated that the situational business form arises on the basis of a common cause to achieve a certain common result of interaction with peers.

In popular children, the development of communication skills in this form of cooperation outstrips the development of children's communication skills, which are less noticeable in the children's team.

It’s even worth noting here that aggressive and demonstrative children, which we talked about earlier, are more successful in developing communication skills than touchy and envious children, who more often remain on the sidelines due to their personal characteristics.

At the age of 6-7 years, communication skills in preschool children become more or less developed. Children become more friendly towards their peers. The formation of mutual assistance skills begins. Even demonstrative children are already beginning to not only talk about themselves, but also show attention to the statements of other children.

At this time, the formation of an extra-situational form of communication begins, which goes in two directions:

growth and formation of extra-situational contacts (children talk about what they did and saw, plan further actions and share their plans with others, learn to evaluate the words and actions of others);
formation of a peer image (selective attachments to peers appear regardless of the communication situation, and these attachments are very stable by the end of the preschool period of childhood).

These are, in general terms, the features of the forms and problems of communication of preschool children. Now let's move on to considering effective ways to develop communication skills between a child and his peers.

How to develop communication skills of preschool children in preschool educational institutions?

A preschool child’s communication skills with peers are actively formed in the process dialogue between children. Children's dialogue speech carries the basics of conversational speech activity in general. This includes the development of monologue skills and the formation of the preschooler’s speech readiness for the upcoming schooling.

Dialogues are actively used by children during games and other joint activities.

In this case, an important role is assigned to an adult who takes an active part in such communication between children.

Playing together, as a form of social life for a child of this age, helps solve many relationship problems.
Role-playing games help develop community and conversational skills. In games you can implement the formation of all forms of communication.

An adult needs to teach children to start, continue and end a dialogue. The child must be able to maintain a conversation, answering questions posed during the dialogue.

Dialogue is a very complex form of communication through which social interaction is fully realized. Therefore, an adult should contact the child as often as possible, maintaining a positive emotional tone. This will encourage the preschooler to talk. Features of communication during dialogue contribute to the formation of skills in constructing sentences of various types, from simple narrative ones to complex ones in their design and phonetic aspects.

Through dialogue, all basic speech skills and abilities are realized, both actual speech and speech etiquette skills.

To summarize, we note that the formation of communication in preschool age is also necessary because it will help a child entering school to quickly adapt to society.

This technique was developed by T. Yu. Andrushchenko and G. M. Shashlova [Andrushchenko T. Yu., Shashlova G. M., 2000] for diagnosing child-parent communication during the crisis period of 6 - 7 years and, according to the authors, allows identify trends in the restructuring of the social development situation and predict options for its favorable or unfavorable development already at stage school education. From our point of view, the technique may be quite relevant beyond the crisis of 6-7 years, for example, it can be used in families with younger children school age.

When constructing a diagnostic procedure, the authors proceeded from the idea of communication as a two-way process of mutual direction of people’s actions, considering it necessary to study both sides of communicative interaction.

Two questionnaires for the following diagnostic purposes were developed:

a questionnaire for adults aimed at identifying the content of communication between parents and children (“OSOR-V”);
a test questionnaire for children that reveals ideas about the content of their communication with their parents (“OSOR-D”), including a conversation with the child.

The questionnaires are built on the basis of identifying and studying the main types of content of communication between a child and an adult during the transition from preschool to primary school age.

Indications for the use of these techniques, according to its authors, may include:

— diagnostics of the social situation of development as an indicator of the child’s psychological readiness to enter school;
— assessment of the level of current and forecast of the level of immediate communicative development;
— difficulties in the age-related development of a preschooler during the transition to primary school age (symptoms of crisis behavior);
- interpersonal conflicts, manifested in misunderstanding and rejection of the preschooler by parents.

The “OSOR-V” questionnaire is based on ten nominal scales, each of which consists of four statements relating to the specific content of communication between an adult and a child. The task is presented in the form of 40 closed statements. The psychologist, in the process of direct questioning, offers parents four answer options, reflecting the extent of how often they discuss a particular topic in interaction with their children. The grades are recorded on a special form, which has 40 numbered cells. To record responses, a 4-point scale is used, with which subjects indicate the degree of expression of the quality being assessed. If a particular topic presented in the communicative experience of an adult is often discussed with children, then in the corresponding column of the answer sheet the adult puts two pluses: “++”; if discussed, but not often - one plus “+”; if something is rarely talked about, then one minus “-”; if never - two minuses “- -”. When processing data, the algebraic sum of the pluses and minuses for each scale is initially calculated. The final - general - result represents the relationship between the four areas of communication content identified by the authors. The “Life” sphere combines three scales; sphere “Cognition” - two scales; sphere “Social world” - two scales; sphere “Inner world of the child” - three scales.

Life sphere :
- — scale of satisfaction of vital needs (VP) of a child- health, hygiene, nutrition, safety;
- — scale of situational and everyday actions (SBA)- help around the house, household chores, caring for household items, self-care;
- — Formal Collaborative Activities Scale (FCS)- joint types of games, construction, drawing, reading, counting, writing, watching TV.
Field of knowledge:
- — scale of the content of knowledge (SC) - laws of nature, plants, animals, anatomical and physiological information about humans, information about famous scientists, writers, travelers, etc.;
- — scale of the process of cognition (PP) - ways for a child to independently study surrounding objects and phenomena, use surrounding objects, etc.
Sphere of the social world:
- — formal school reality scale (FSD), reflecting the child’s fulfillment of the requirements of the educator (teacher), his kindergarten (school) relationships with peers, participation in activities organized by adults, fulfillment of their instructions, successes, failures in kindergarten (school);
- — Social Interaction Norms Scale (NSI)), where the compliance of behavior with rules, ethical standards from the point of view of what is “good” and “bad”, relationships between people, and the consequences of antisocial behavior are discussed.
The sphere of the child’s inner world:
- — Child's World of Thought Scale (CHM)- characteristics of the child’s ideas about certain things, his opinions, views on certain issues, what and how he comes up with, composes, ways of solving certain tasks that the child himself found;
- — Child's World of Feelings Scale (CHS)- discussion of the child’s experiences, moods and their reasons, his attitude towards people (likes, dislikes), etc.;
- — scale I-child concept (CHC), concerning the discussion of the prospects for the general development of the child, his ideas about himself, the changes that have occurred in him over a period of time (what he was and what he has become), and the child’s attitude towards himself.

The questionnaire allows you to obtain information about the specific content of communication between 6-7 year old children and close adults from the perspective of the children themselves. It is very difficult to do this using a direct survey, so indirect (game) technology was used. Nika, borrowed from the test “Diagnostics of emotional relationships in the family.” The procedure was modified in relation to the tasks of studying children's ideas about the content of communication with close adults.

Material for examination

As in the “maternal” method, first the child materializes his family with the help of 20 figures representing people of various ages (shapes, sizes), stereotypical enough to identify them with members of the child’s family. The set usually contains figures from grandparents to newborn children. The human figure “Nobody” was also introduced in order to identify the content of communication that is missing in the family. Each figure is supplied with a box - a “mailbox”.

The set of materials also includes “letters” with short “messages” printed on cards, which reflect the content of various communicative situations adapted for children. Communication situations are presented in 40 “messages”, which correspond to the previously described areas of communication content and individual scales.

Examination procedure

After establishing contact with the child, the psychologist asks him to talk about the people with whom he lives in his family. Next, using a specially created game situation, the subject selects from the entire set of figures those that, in his opinion, represent the family. The child is encouraged to refer to them as family members in the future. Then, next to each of the selected figures representing members of the child’s family, a box (“mailbox”) is placed and the child is explained that he will have to “send letters” to his loved ones. At the same time, the child is shown cards and told that they contain “messages” and his task is to put each of them in the box of the figure to which the “message” fits best. If the “message” on the card, in the child’s opinion, does not suit anyone, then it must be given to the figure of the person “Nobody” (the psychologist introduces the corresponding figure). If the child believes that the message is suitable for several family members, then he should give this card to a psychologist.

The adult himself reads the “messages” to the children in order to clarify the child’s understanding of the content of the presented fragment of communication. For example: “...tells me about plants and animals. Who tells you about plants and animals? Let's send him this letter. If no one in your family tells you about this, then give this letter to the “Nobody” figure. Or it may be that several people tell you about this at once, then give the card to me, and I will note that several people received this letter.”

Interpretation of the results of the technique

When processing the results of the children's version of the questionnaire (OSOR-D), the authors propose to consider the distribution of attention to one or another content of communication between family members, as well as the ratio of communicative situations given to the character “Nobody” and the family as a whole.

Indicators reflecting the specific content of communication between parents and children are ranked. The average arithmetic scores for each group of scales (area of communication content) are preliminarily calculated, which are then arranged in sequence from highest to lowest. They are assigned ranks from first to fourth. A lower rank value corresponds to the greatest degree of expression of one or another communication content in communication. In this case, it becomes possible to identify the dominant combinations of certain types of communication content. Based on the ranking results, the parent’s individual combination of types of communication content that is present in his real interaction with the child is determined. These data are compared with the results of a children's questionnaire test, in which, similarly, by applying a ranking procedure, the ratio of the types of communication content that parents offer him is revealed from the child's point of view.

Text of the questionnaire "OSOR-D"

Messages presented to a child

Vital needs (VP):
- - this person talks to me about my health, illnesses;
- - this person explains to me what to do when I encounter danger;
- - this person tells me what and how much to eat;
- - this person tells me to wash my face, brush my teeth, and get up on time.
Situational everyday actions (SBA):
- - this person tells me that I should help around the house: clean the apartment, wash the dishes, etc.;
- - this person tells me that I should dress myself cleaned up after himself;
- - this person reminds me of my household responsibilities;
- - this person tells me to treat (treat) household things with care and precision.
Formal Cooperative Activities (FCS):
- - this person is discussing with me what we will watch on TV;
- - this person talks to me when we play together;
- - this person talks to me when we are together either sculpting, or drawing, or designing;
- - this person speaks to me when we read together or practice counting or writing.
Content of cognition (SP):
- - this man tells me about famous scientists, writers, travelers;
- - this person tells me about how and why nature changes;
- - this person tells me about how a person works;
- — this man tells me about plants and animals.
Process of cognition (PP):
- - this person answers the questions I ask;
- - this man tells me what can be made from different materials;
- - this person explains to me if I don’t understand or don’t know something;
- — this person explains to me the meaning of new words.
Formal school reality (FSD):
- - this person asks me about completing the tasks of the educator (teacher);
- — this person is interested in the problems of my friends (classmates);
- - this person asks me about my successes and failures in kindergarten (school);
- — this person is asking me about classes in kindergarten (school).
Norms of Social Interaction (NSI):
- - this person tells me that you shouldn’t play around, lie, or offend little ones;
- - this person tells you how to behave when visiting, in kindergarten (school), etc.;
- - this person scolds me for bad deeds, praises me for good ones;
- - this man tells me about people who are honest and dishonest, fair and unjust.
World of thoughts of a child (WMC):
- - this person asks me what I think about different things;
- - this person is interested in my opinion, views on various issues;
- - this person discusses with me what I myself invent, compose;
- - this person asks me how I managed to accomplish something, do something, decide.
The World of the Child's Senses (WSM):
- - this person talks to me about my sad or joyful experiences;
- - this person asks me about my good or bad mood;
- - this person discusses with me how I relate to people: why I love someone and don’t like someone;
- — this person is asking me about what I like to do and what I don’t like to do.
Child's self-concept (CIC):
- - this person is discussing with me what I am and what I can be;
- - this person tells me about how I have changed: what I was like before and what I have become now;
- - this person discusses with me why I am satisfied or dissatisfied with myself, respect or do not respect myself;
- - this person asks me what I think about myself.

Instructions

Dear parents!

You are offered a list of statements relating to various situations of your communication with children. Please read the statements data below, and rate each one as follows:

“+ +” I discuss this often;

“+” I discuss it, I talk about it;

“-” I rarely talk about this;

“-” I never talk about this.

There are no “good” or “bad” communication situations here. Please answer as you experience in your actual relationship with your child. It is very important that you evaluate all statements.

Text of the questionnaire "OSOR-V"

We discuss issues of the child’s well-being (complaints about ill health, sleep, the need for medical procedures, etc.).
We discuss real and possible help for the child around the house (cleaning the apartment, washing dishes, etc.).
In conversations with the child, we plan to watch TV shows together.
We talk with the child about famous scientists, writers, travelers, etc.
We tell the child about certain ways to study surrounding objects and phenomena.
We are talking about fulfilling the requirements of the teacher (educator).
We discuss the consequences of antisocial behavior of people (lying, stealing, hooliganism, etc.).
We discuss the peculiarities of the child’s ideas about certain things.
We talk with the child about his experiences (sadness, joy, anger, etc.).
In a conversation with the child, we discuss possible prospects for his overall development.
We talk about real and possible dangers that a child faces and their prevention.
We talk with the child about his self-care (getting dressed, keeping his things in order, cleaning up after himself, etc.).
We talk with the child during joint activities in design, drawing, etc.
We talk with the child about the surrounding wildlife (plants, animals).
I answer various questions from the child: why? For what? For what? and etc.
In a conversation with a child, I am interested in the problems of his friends (classmates).
We discuss the child’s behavior from the point of view of its compliance with the rules of communication at a party, kindergarten, clinic, on a walk, etc.
We discuss with the child what and how he comes up with and composes.
We talk with the child about certain people, discuss his attitude towards them: sympathy (love, affection, etc.), antipathy (dislike, rejection, etc.).
We discuss with the child his idea of himself (either as smart, beautiful, etc., or as stupid, slob, etc.).
We talk with the child about hygiene issues (body care, timeliness of physiological functions, etc.).
We talk with the child about his (her) household duties and errands (taking out the trash, going to the store, caring for animals, etc.).
We talk with the child when we do reading, counting, and writing together.
We talk with the child about information about human anatomy and physiology (body parts, main organs, childbirth, etc.).
We discuss the child’s attempts to independently study surrounding objects and phenomena.
I ask the child about his participation in school (kindergarten) classes and running errands at school (kindergarten).
We discuss the child’s actions from the point of view of what is “good” and what is “bad.”
We discuss with the child his opinion, views on certain problems.
We notice and discuss in conversations with the child this or that mood.
We notice and discuss the changes that have occurred with the child over a certain period of time, we compare what he was like and what he has become.
We talk with the child about nutrition issues (meal regularity, food preferences, etc.).
We are talking about the child’s caring attitude towards household things.
We talk with the child during joint play (discuss the rules, use of toys, etc.).
We talk with the child about the laws of nature (seasonal changes, the cycle of substances, etc.).
We talk with the child about the use of various surrounding objects.
We discuss school (kindergarten) successes and failures with the child (adult grades, quality of work, etc.).
We discuss relationships between people and the child’s actions from the point of view of ethical standards (honesty, justice, etc.).
We discuss with the child his ways of solving this or that task.
We discuss with the child the reasons for his experiences.
We discuss with the child his attitude towards himself (dissatisfaction with himself, pride in himself, etc.).

The ability to maintain and develop established contact, adequately express one’s sympathy, empathy - all this helps to reduce conflict situations in communication, a child with a peer, a child with an adult, and prevents isolation and loneliness.

Problems of interpersonal (dialogical) communication for a child begin mainly in the family. Reluctance to communicate (due to lack of time, parents' fatigue), inability to communicate (parents do not know what to talk about with the child, how to build dialogical communication with him) negatively affects the activity and mental well-being of the baby.

Cooperation between preschool and family helps the child's social and speech development. It not only focuses on identifying the problem, but also shows the possibilities of solving it.

The purpose of the survey is to reveal the peculiarities of communication between parents and children in the family.

Before answering the questions, carefully read the answer options and cross out the one you think is correct. In sections where there are no answer options, write your personal statements.

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Are you and your spouse on the same page in raising your child?

What is your position in communicating with your child (dominant, equal)?

___________________________________________________________

How do you most often influence a child - in the form of instructions, explanations, suggestions, persuasion, requests?

___________________________________________________________

How often, while going about your business, do you pretend to listen to your child, but don’t hear him?

(Often, sometimes, never)_____________________________________________

Do you insult your child (verbally) when you have a conflict with him?

(Yes, sometimes, never)_______________________________________________

Do you take into account your child's emotional state?

(Always, sometimes)_____________________________________________

How often do you reprimand your child if he makes mistakes in communication?

(Always, sometimes, never)__________________________________________

8. Do you remind your child if he forgets to say speech or etiquette formulas?_____________________________________________

9. Do you always understand the child’s mood? ______________________

10. Do you understand the child in the process of communication by his gestures and facial expressions?

11. What techniques and how often are used in the family to develop a child’s communication skills?________________________________________________

_______________________________________________________________

12. What difficulties do you encounter in the process of creating a culture of communication?________________________________________________

_______________________________________________________________

13.What prevents you from having full communication with your child?___________

_______________________________________________________________

On the topic: methodological developments, presentations and notes

Consultations for parents "Friendly relations between adults and children in the family - the basis for nurturing positive character traits in a child"

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Questionnaire for parents “Your relationship with your children”

Dear parents!

The kindergarten is conducting a survey to identify the peculiarities of communication between you and your children, and also help you in raising children.

Yours Sincere and thoughtful answers will allow us to obtain reliable data and give you useful recommendations.

1. Approximately how long have you been communicating with your child?

From half an hour to two hours

From two to four hours

Four to eight hours

Eight hours or more

I find it difficult to answer?

2. In what tone do you communicate with your child?

Calm and confidential tone

I try to communicate calmly, but it doesn’t always work

The child perceives only communication in raised tones

I find it difficult to answer?

3. What style of communication dominates between you and your child?

Communicate as equals

When communicating, your opinion is more influential than the child’s opinion

Give your child complete freedom of communication

I find it difficult to answer?

4. Do you always listen to your child?

Yes, I can always listen to my child

I try to listen to him, but I don’t always have enough time

I pretend to listen

5. What are the reasons that prevent you from fully communicating with your child?

There are no such reasons

Busy at work

Your option___

6. Are they similar? Yours Do you share opinions about raising a child with the opinions of your family members?

Similar in everything

Similar, but not in everything

Absolutely not similar

I think it's very important

I don't think it's very important

I don't think it's important at all

I find it difficult to answer?

8. On what issues in raising your child would you like to receive help from specialists? ___

Thank you! Good luck to you in raising your baby!

Publications on the topic:

Questionnaire for parents How old is your child? ___ Which kindergarten group does your child attend (underline as appropriate).

Questionnaire for parents on healthy lifestyle in the family Questionnaire for parents (Berry group) 1. Which parent is or has been involved in sports? (if yes, then which one) 2. What kind of sport.

Questionnaire for parents “Federal State Educational Standards in Kindergarten” with an analytical report based on the results of a survey of parents on the Federal State Educational Standards Questionnaire for parents “Federal State Educational Standard for Education in Kindergarten” 1. From what sources did you learn about the introduction of a new educational standard in kindergarten.

Questionnaire for parents “Playing with children” QUESTIONNAIRE FOR PARENTS “PLAYING WITH YOUR CHILDREN” Dear parents! The purpose of the questionnaire is to generalize and consolidate ideas about the game.

1. Why do you think holidays are held in kindergarten? A) this is a report on the children’s achievements B) this is an occasion for close communication between parents.

Questionnaire for parents “Folk song - family traditions”. Questionnaire for teachers “Results of teaching work for the year” Questionnaire for parents “Folk song - family traditions” Dear parents! Song is an important source of emotional and social development.

Questionnaire for parents “Our kindergarten” Questionnaire for parents: “Our kindergarten” Dear parent! Your opinion about the work of the kindergarten is very important to us. We invite you to answer.

Questionnaire for parents to determine areas of correctional work with children QUESTIONNAIRE FOR PARENTS (abbreviated) Dear parents! Filling out this questionnaire will help in determining the right directions for correctional work.