Nikitin cubes description. The essence of the Nikitin technique. Basics of the Nikitin technique

Known in the 70-80s. the Nikitin family of educators and innovators created a system of upbringing, which they tested on their seven children. Their pedagogy of conscious parenting was aimed at the all-round development of the intellectual, creative, physical and work abilities of children from an early age. Boris Nikitin developed the PPR system, many educational games, discovered the NUVERS law, put forward the concept of a new labor school, wrote books on his own methodology. He was ahead of his time, leaving behind a lot of research material, observations and ideas.

Biography of the Nikitins:

• Boris Pavlovich (1916 - 1999).
• Lena Alekseevna (1930 - 2014).

In 1916, in the village of Suvorovskaya (Stavropol Territory), Boris Nikitin was born into the family of a military paramedic and a hereditary Kuban Cossack. In childhood and adolescence, he himself developed outstanding technical abilities, and was also fond of sports.

In 1934 he graduated from high school with honors and studied for three years at an industrial institute.

In 1937 he entered the Zhukovsky Air Force Academy.

In 1939 he got married. In 1941, he had a daughter, and in 1943 and 1946, sons.

In 1941 he got into early release, received the specialty "mechanical engineer for weapons."

From 1941 to 1946 he served as an instructor in a reserve aviation regiment near Saratov, and then continued his service in Noginsk near Moscow.

In 1949 he was demobilized and with his family moved to Moscow to live with his mother-in-law, began scientific and pedagogical activities at the Research Institute for Labor Reserves, for the first time openly expressed his disagreement with the official methods of educating young people. He was dismissed and transferred to the Research Institute of Theory and History of Pedagogy.

Divorced in 1954. Nikitin changes many jobs, trying himself in the pedagogical field. As early as 1949, Makarenko took up seriously the study of pedagogy and conceived the creation of a school-commune for normal children. All the years she has been nurturing this idea, looking for like-minded people, trying to get official permission. His idea was not supported, the school was not allowed, repression fell on the innovator.

In 1958 he meets Lena Litvinova at a teacher meeting. They start a long life together.

Lena Litvinova was born in 1930 in a village near Moscow. Bolshevo (now Korolev) in the family of a teacher and military engineer. She graduated with honors from school (1948) and the Moscow library technical school (1950), and in 1954 - the philological faculty of the Moscow Pedagogical Institute.

After graduation, she worked for 2 years as a teacher of literature in Altai (the village of Voevodskoe). Then I began to work out my methods of teaching the language.

In 1956 she returned to Moscow and worked as a teacher at the railway school # 40.

After marriage from 1960 to 1980. worked as the head of the library in Bolshevo. From 1960 to 1998, Lena continued her research and teaching practice in kindergartens, schools and her family.

In 1959 she gave birth to her first child. Then every two years a child appeared in the family. By 1971, the Nikitins were already raising 7 children, simultaneously developing their own system live and applying it to their family. From the same year Nikitin entered the Research Institute of Psychology. Here he began developing the theme "Development of technical creativity."

He accumulates material about the rapid early development of a child, gropes for the idea of ​​irreversible fading of abilities, and puts forward recommendations "Childhood without disease." There is already enough material to start publishing it. In 1962, the first publication appeared in the press about a strange large family with its own upbringing system. The experience was positive. 1965 - the first film, Are We Right? about the experience and possibilities of early developmental development in the Nikitin family.

In 1965 Nikitin was fired from the institute because of non-standard approaches to education. He begins to teach at the school, at the same time making the family a research laboratory for innovative parenting. In the 70s. newspapers began to publish articles about Nikitin in large quantities. In the 80s. Boris Pavlovich was in a group of educators-innovators and was published in the "Uchitelskaya Gazeta", was one of the developers of the pedagogy of cooperation. His family became very famous.

Although the state did not support his family, the popularity of the people was enormous: teachers and parents came to Bolshevo on their own. In the 90s. The Nikitins actively popularize their pedagogy. In 1992, on the basis of the school in the city of Korolev, the Nikitin Author's Pedagogical Center (APTSN) was opened. It was a creative laboratory for young teachers. Nikitins, due to their age, wrote only the concept of lifelong education for her. By 1997, the work of the center was extinguished.

In 1999, Boris Pavlovich died in Moscow after a transient illness, and in 2014 Lena Nikitina died in the city of Korolev.

Children of the Nikitins

1. Alexey (1959) - designer, London.

2. Anton (1960) - scientist-chemist, Moscow.

3. Olga (1962) - lawyer, Korolev.

4. Anna (1964) - nurse, Korolev.

5. Julia (1966) - librarian, Yaroslavl.

6. Ivan (1969) - TV manager, follower of his father, Korolev.

7. Love (1971) - librarian, Korolev.

Now Nikitins have 27 grandchildren.

Nikitins' pedagogical ideas

Boris Nikitin is one of the authors of the pedagogy of cooperation and “parental pedagogy2 (natural development), the founder of the PPP methodology. He was the first to write not about how a child develops, but about how a child should develop if parents encourage him to be active. His ideas and practical experience resonate with the pedagogy of Comenius, Makarenko, Korczak,. The main task of Nikitin's upbringing was seen in the development of children's abilities. They believed that if a child is not taught anything until the age of 3, then his subsequent life will be empty and mediocre.

The basic pedagogical principles of Nikitin

• The earliest possible onset of the child's development, starting with intrauterine.
• The most versatile development of the sensory and musculoskeletal system of the body.
• Thorough practice of developmental techniques and incentives prior to application.
• Creation of a varied environment for activities from the birth of a child (taking into account passion).
• Work for the highest end result in the development of the child: physical parameters - for a record, mental - without a limit.
• Complete freedom and independence of children in everything.
• The interest of adults in all children's affairs.

Opening of a new pedagogical law (NUVERS)

Accumulating the pedagogical experience of raising his children, Nikitin groped for a new pedagogical law, which he called NUVERS: the irreversible extinction of opportunities for the effective development of abilities. Boris Pavlovich gave a deep substantiation of it, relied on the ideas and research of Amosov, Arshavsky, Grum-Grzhimailo, Descartes, Kapterev, Owen, Pokrovsky, Sarkizov-Serazini, Skripalev, L. Tolstoy, Hiden, Chukovsky, tested and confirmed by the practice of raising their own children. Nikitin developed methods that could prevent the negative impact of this law on the level of development of the intellect of future generations.

Basics of the Nikitin technique

In the 1960-1970s. The Nikitins laid the foundations of Russian parental pedagogy. Their main discovery in children's education: РРР - early versatile development of children.

The Nikitins' technique was born not scientifically, but life. It is based on work, closeness to nature, creativity. The postulate of the method: "Tell me - I will forget, show - I will remember, let me do it yourself - I will understand."

Basic principles of the Nikitin method

• The beginning of the development of all functions and abilities, starting with the embryo.
• Minimal intervention in the pregnancy and childbirth process:
  • no anesthesia;
  • no ligation of the umbilical cord until the end of the pulsation;
  • feeding from the first minutes of life until the appearance of the first tooth, there is no sterility from birth;
  • the presence of the father at childbirth;
  • no vaccinations, instillations, lubrication;
  • freedom of movement from the first minutes.
• Natural physical education of the body (minimum clothing, maximum access to nature).
• Sports, physical education, tempering from birth.
• Modesty in food.
• Creation of a rich developmental environment from birth.
• Help of parents as mentors and friends.
• RIR - early intellectual development.
• Reducing the child's stay in school to a minimum.
• Involvement from an early age in work (cleaning, washing, vegetable garden, going to the store).

Attitude towards children's health

Nikitin believed that children are able to solve all the problems associated with them by nature (natural education). Empirically parents have developed a rule of attitudes towards the health of children:

• take medical recommendations informatively;
• take as a basis the results of observations of the child, his state of health, reaction;
• keep a diary of observations;
• monitor the indicators of children's physical development according to their own tests;
• in case of problems, supplement observations with knowledge from different sources, until the essence of the problem is fully understood and its solution.

They believed that health would be strong only when the child's physical abilities were developed.

Physical and labor development of the child

The Nikitins viewed the child's body as an instrument of cognition that requires careful care: hardening, sports, physical education, the absence of overloading with clothes and food, and the provision of sports equipment.

The physical development of a child is closely related to labor.

Labor is an important component of education. It is organized by his parents through play and joint actions:

• home workshops;
• children's tools;
• general household chores;
• hikes, trips, travel;
• replacement of pocket money for labor.

Early involvement in work increased physical activity, strengthening the body and immunity. Labor was offered according to age, but it was obligatory for everyone.

Attitude towards children's abilities

There are 2 types of Po-Nikitin's abilities:

• performing - the result of mastering what was previously learned;
• creative - the result of self-knowledge and self-solution of the problems that have arisen.

Modern official pedagogy develops only performing skills, and Nikitin strove to develop creative ones, by creating special conditions:

• All healthy children are highly capable in all directions.
• These abilities are realized if a developing environment has been created in advance (part of it is developing games), and adults are interested in the child's achievements.
• In the absence of a developing environment, the child fade away. Opportunities for effective development of abilities.
• How older child, the more difficult it is to develop abilities, up to their complete loss.

The measure of the development of the child's abilities had to be assessed somehow, and Nikitin worked out his own criteria for this:

• Growth testing - fairness indices that take into account developmental outcomes correlated with the weight and height of the child (still not recognized).
• Testing of mental development, based on the assessment of the speed of the course of mental processes according to Einsenck and the productivity of mental activity according to Kos.

The effective development of a child's abilities is possible only through play. Boris Pavlovich created a lot of games for his children, which later became the basis of his system.

Educational games

The Nikitin games are part of a learning and development environment.

Games are aimed at developing intelligence and creativity:

• These are sets of tasks that are solved through various objects (cubes, bricks, squares, constructors).
• Tasks are given through models, drawings, instructions.
• The tasks are set from easy to difficult.
• Games are designed for different ages and have attracted many years of interest.
• A stepwise increase in the difficulty of tasks develops the child's creative abilities.
• Tasks are solved by the child independently, clues are sought in the surrounding reality.
• There may be several attempts to successfully solve the problem, and they are stretched out in time.
• Verification of the correctness of the decision is made by the child himself on the basis of the surrounding reality.
• You can independently come up with a sequel to the game.
• There are almost no rules in games.

Play becomes an impetus in the development of abilities if the child is involved in it voluntarily and on the basis of interest.

Algorithm for involving the child in the game

• Complete voluntariness.
• Games are not explained to the child, but attracted to it through a fairy tale, imitation of elders.
• The game is mastered together with adults, then the child does it himself.
• The adult constantly presents the child with increasingly complex tasks. Hints are excluded.
• In case of failure, there is a temporary rollback back to an easier task or the game is paused.
• Upon reaching the maximum achievements in the game, it is postponed.
• If you lose interest in the game, it is temporarily postponed. The child must return to her on his own.
• Winning a game raises the child one step in development and stimulates further cognition.

The Nikitins have developed several types of games: intellectual, creative and out-playing.

Mind games are aimed at developing mathematical thinking, spatial imagination, logic. Ability for synthesis and analysis, preparation for drawing, stereometry and descriptive geometry. These games require additional items and aids.

Description of the main intellectual games of the Nikitins:

• Fold the pattern- from 1.5 years old, mathematical thinking.
• Fold square- from 9-10 months, spatial imagination, logical thinking, the ability to analyze and synthesize.
• Fractions- 3-5 years old, mathematical thinking.
• Cubes for everyone- from 3 years old, spatial imagination, volumetric figures (for drawing, stereometry, descriptive geometry).
• Unicub- from 2-15 years old, spatial imagination, attention, clarity (for drawing, stereometry, descriptive geometry).
• Dots - from 5 years old, mathematical thinking, study two-digit numbers(based on this game, Zaitsev's mathematical tables were created).
• Frames and inserts- from 10 months, sensory development.

Creative games do not require additional equipment, but use improvised means (Attention - guess, Monkey, KB CAM). Beating games use models of well-known objects to acquire practical applied skills (watches without filling, a model of a thermometer, frames with knots).

Role of parents

For parents, upbringing according to Nikitin is associated with tremendous dedication and a conscious approach. Their role in this upbringing system, as part of the pedagogy of cooperation, should be reduced to mentoring, intelligent observation, creating a developing and learning environment from everyday life that will push the child towards self-development.

But one should not go to extremes - not to organize children (it takes away independence) and not to let them go (except to feed, drink and put them to sleep), because this leads to a delay in development.

Achievements and advantages of the Nikitin system

Research and experience of the Nikitins is a source of ideas on new integrated pedagogy: the synthesis of physical and intellectual development, upbringing, social adaptation.

The Nikitins' activities laid the foundations for "conscious parenting." The secret of her success lies in her playful approach to learning. The merit of the Nikitins is that they were able to create a developing environment (things-educators + games-educators + tools-educators) out of ordinary everyday life.

The system is time-tested and has shown many positive aspects:

• reduction by 1/3 of the time spent in school;
• using the free time to acquire social and labor skills, to engage in creativity;
• effectiveness - confirmed by the health of children;
• development of working capacity, independence, the ability to take a punch, solve complex problems at the level of trial and error;
• early development of mind and body;
• intellectual developmental games;
• the concept of early development of abilities (NUVERS) was developed.

Nikitin's mistakes and cons of the system

The Nikitin system, although it was based on deep research, was created dynamically. Of course, mistakes were inevitable. Visible blunders were promptly corrected by the authors. But time has revealed a number of unforeseen, previously invisible mistakes of upbringing in Nikitin's way:

• Greater focus on children.
• Family world isolated from society, as a result - inability to fit into school, lack of friends.
• Game substitution for life.
• Excessive enthusiasm for the development of intellectual, creative abilities, physical capabilities, work skills.
• Lack of aesthetic and moral education.
• Unpreparedness to overcome difficulties and independent acquisition of knowledge.

Life has leveled these blunders, but the system has not undergone revision, since the authors no longer exist, and there are no successors yet.

The fate of the Nikitin system

1970-1980 the Nikitins' technique aroused intense interest: the books were sold in millions of copies, over 1000 guests visited their house a year, meetings and lectures were overwhelmed with those who wish. Supported the pedagogical ideas of the Nikitins:

• academician N.A. Amosov - cardiac surgeon, gerontologist;
• Professor I.A. Arshavsky - physiologist;

But official pedagogy did not recognize the Nikitins' achievements either in the process of creating the system, or today. On the contrary, the state put up all sorts of obstacles to the family, the dissemination and popularization of their pedagogy:

• slander was launched in the press and on TV;
• kindergartens and schools were prohibited from using Nikitin's methods;
• Boris Pavlovich repeatedly fired from work for no reason.

Until now, the Nikitins' hypothesis of NUVERS has not been interested in either the APN, or the Ministry of Education, or the Ministry of Health. Official pedagogy has forgotten about the system of the innovative family. On the contrary, in Germany, the teacher's books are systematically published, the “B.P. Nikitin ”, in Japan the methods are widely used in kindergartens.

Nikitin assumed that others would learn from his living experience, who would go further and continue his work. But there are no true successors-developers of Nikitin's case (except for his children, who use the system in their families, they propagandize the system of parents). In Russia, the question of the survival of the Nikitins' upbringing system remains open.

Bibliography

The Nikitins' books began to be published in the USSR.

B.P. Nikitin

1. Steps of creativity or educational games. - 1976, 1989, 1990, 1991.
2. Educational games. - 1981, 1985.
3. Letters to the Murashkovsky. - 1985-87.
4. The hypothesis of the emergence and development of creative abilities. - 1985 (unpublished).
5. We, our children and grandchildren. - 1989.
6. The first lessons of natural education or Childhood without diseases. - 1990, 1996.
7. Our lessons. - 1992.
8. The first year is the first day. - 1994.
9. Mind games. - 1994, 1998, 2009.
10. How to measure the level of development of a child. - 1997.
11. Healthy childhood without drugs and vaccinations. - 2001.
12. Tchaikovsky. Old and new. - 2001.

L.A. Nikitina

The method of early development, developed by Boris and Lena Nikitin in the 70s of the last century for their own children, was in demand in the USSR, known in the West and even in Japan. What were the advantages of this system that made it popular? Let's recall the basic principles of the Nikitin method.

Boris Nikitin, an engineer by training, took up pedagogy even before meeting his future wife Lena. Disagreeing with the methods of educating young people adopted in the Soviet country, Nikitin even tried to create in the mid-50s, but the authorities did not support this idea. Nikitin managed to develop and implement the idea of ​​a new approach to pedagogy in his family: he and Lena had seven children. The couple wrote many books about their own experience and the possibilities of PPP - early child development, in which they laid out in detail the basics of their system.

Freedom Above All

The main idea of ​​the Nikitins is the freedom of the natural development of the child. “To force is bad, to patronize is even worse, and then what is needed? Rejoicing, just rejoicing when the baby succeeds in something - this, according to our observations, is the main incentive for successful activities with the child, "- wrote the Nikitins in one of their books. When their children took their first steps, no one insured the kids: this is how the child learned. When the younger children climbed up the gymnastic wall and were afraid to fall, their parents did not take them off, but came closer to catch them in case of anything. The child knew: he will be able get off on your own and will not break anything for yourself, because dad will catch it in time.

In the classical system of raising children, they try to protect them from hot teapots and sharp scissors, telling them why these things are dangerous. The Nikitins believed that if a child is convinced from his own experience that he can burn himself against a boiling kettle, he will be aware of this danger without a word. “Do not go in”, “Do not touch” - their children practically did not hear these requests.

Parenting begins before birth

The Nikitins believed that the course of pregnancy, the process of childbirth, and the first days of a baby's life should take place with minimal intervention. They opposed anesthesia during childbirth, vaccinations, swaddling and for latching a newborn to the mother's breast in the first minutes of life, for breastfeeding before the first tooth erupts, for sleeping together.

Education is development

The purpose of Nikitin's upbringing was seen in. They believed that you need to start doing this as early as possible: if you do not teach a child anything until the age of three, then his abilities will fade away, and life will be boring. Boris Nikitin even formulated the NUVERS pedagogical law - the irreversible extinction of opportunities for the effective development of abilities. To prevent this from happening, you need to create the most favorable conditions for the child, observe him, but not interfere and in no case decide for him what he will do. Parents should praise the kid for his successes, not scold him for failures, orient him towards the highest result.

At the same time, the Nikitins emphasized: they are not raising geeks, their method is not suitable for this. They just want their children to grow up as harmoniously developed and self-sufficient people.

Labor and physical education - the path to health

The Nikitins believed that the child would be healthy only when he was developed. Therefore, their children were tempered, walked barefoot in the snow, and went in for physical education from an early age. In free access they had gymnastic bars, rings, rope. Parents, according to the methodology, when contacting doctors should take the words of doctors simply as information, and not as a dogma.

Labor strengthens the body as well as physical education. The Nikitins' children, together with their parents, worked in home workshops and made toys for themselves, from an early age they were involved in cleaning and other household chores, including in the garden.

The game is priceless

It is supposed to develop intelligence with the help of games that the Nikitins themselves developed. The legacy of the Nikitins is a variety of didactic materials: "Fold a Pattern" and "Unicub" cubes, games "Fold a Square", "Fractions", "Bricks". The main principle of these games is the gradual comprehension of the rules. The child watches how others play, immerses himself in the atmosphere of the game and deduces its rules himself. This is how he learns to think analytically and make decisions. Involvement of children in play should be voluntary and gradual. If interest in the game is lost, it should be postponed.

Like any pedagogical system, the Nikitins' methodology both at one time and now has not only adherents, but also critics. How do specialists relate to this system? Child psychologist Natalia Kalinichenko shares her opinion.

The Nikitins' pedagogical system is a controversial, controversial and, at the same time, an unjustifiably forgotten method of early development. She is unique primarily in that she was born in natural conditions - in a real family. The second undoubted plus of this system is that it really is a system. The Nikitins consider the relationship of all spheres of child development: physical, mental, labor. The complexity of this system is confirmed by the developed didactic base, which is still popular today.

The Nikitins' children practically did not have any injuries from sports and labor, when, at the age of three, they made toys for themselves using saws and a hammer. According to statistics, they were sick 10 times less often than children from other families. This can be trusted: the Nikitins were closely watched by doctors, teachers, and other specialists. Now science has proven that physical development contributes to active cognitive activity. When we move, our blood circulates faster and is saturated with oxygen, the brain works faster. The Nikitins demonstrated this in their own experience: their children read from the age of three, at the age of four and a half they solved equations with one variable. They went to school earlier than others and finished it, too, ahead of their peers, since they had high level intellectual development.

And now about the cons. The Nikitins were very involved parents who took an active part in the lives of their children. This option is not suitable for modern parents with their employment: it is simply unrealizable.

In this family, there was also the problem of socialization. Children grew up in the house, communicating only with each other. They perfectly formed family ties, but did not know how to interact with people from the outside. At school, they showed brilliant academic success, but they were simply not interested in making friends with classmates. Their emotional sphere was also underdeveloped. At two years old, a child reaches a peak of emotionality, when he learns to understand his feelings and read others. The children of the Nikitins at this time were engaged in something completely different: research, work, reading.

When raising children according to this system, in contrast to the modern one, no attention is paid to the gender aspect: there are no specific skills that girls and boys are taught.

If you want to apply this system, it is important to study all its aspects, see documentaries about the Nikitin family, of whom there were many, read their books: "Are we right?", "We, our children and grandchildren", "Intellectual games". You need to get the most complete picture of the technique in order to understand whether it is right for you.

There is one wonderful Japanese proverb that Nikitin followed. It sounds like this: “Tell me and I will forget. Show me and I will remember. Let me do it myself, and I will understand. "

Who are the Nikitins and how did they advise raising children? You will learn about the principles of upbringing, about the principles of using developmental games, about the games themselves according to the Nikitins 'methodology from the article "Nikitins' Methodology and Developing Games".

Boris Pavlovich Nikitin (1916-1999) and Elena Alekseevna Nikitina (1930-) raised seven children according to their own, non-traditional education system (from which the entire village of Bolshevo near Moscow, where the Nikitin family lived, was in shock). For the first time, they began to talk about them at the end of the 50s of the 20th century. Boris and Elena are considered to be Russian pedagogues-innovators, their methods of education are still used today. It was the Nikitins who laid the foundations of parental pedagogy in the 1960-1970s; they were the first to talk about the need for early development.

How should a child be raised?

The Nikitins emphasized the importance of maintaining physical contact between mother and child for as long as possible. For the full development of the child, the closeness of the mother is just as important as various developmental exercises. They recommended immediately after giving birth to attach the baby to the breast, and not to pick it up (as was done in the USSR and is now sometimes practiced).

Nikitins condemned the strict regime of the day for a preschooler. After all, a clear schedule and compulsory classes can both tire the child and cause him to dislike classes. They believed that it was necessary to create an environment that would stimulate his desire to learn and explore. Playpens and strollers are a prison for a child, Nikitins believed.

There are often two extremes of parenting:

• Being over-organized or over-caring, continuous activities and games, and a lack of time for independent development.
• Abandonment or fulfillment by the parents of the minimum (feed and put to bed), which can lead to mental retardation.

However, there is a third way in raising a child. The child is the masters of his actions and routines. A parent is an assistant who will help to sort out a complex problem, while not forcing or obligating to anything.

The principles of Nikitin's upbringing

• Freedom of creativity. There is no need for special lessons and training, the child does as much as he wants.
• Sports environment at home + light clothing. Sports equipment should be present at home from early childhood. Children should be tempered from infancy.
• Parents' participation in the child's life. It is necessary to create conditions for the development of the child, taking into account the wishes of the child himself, and not focusing on his own interests. Never do for a child what he can do for himself.
• Favorable conditions. Creation of advanced conditions for development. For example, as soon as the child began to speak, the alphabet and abacus appeared in the toys.
• The principle of NUVERS is the irreversible extinction of opportunities for effective development of abilities. It means that there is a certain time and conditions for the development of specific abilities, if they are not developed in time, they will be lost.

Educational games according to the Nikitins method

Principles to be used during educational games:

• There is no specific program, the child himself can choose the field of activity that is closer to him.
• Games should not be freely available, you need to maintain the interest of the child.
• It is impossible to explain or suggest the solution to the problem. The child must independently come to the correct answer.
• It is impossible to demand the solution of the task. Not every task can be within the power of a child at a given period of his life.
• The solution to the task is a thing that can be touched and seen (drawing, pattern, structure).
• The opportunity to engage in creative activities, creating new ones on the basis of existing educational games.
• Move from simple to complex.
• Participation of adults in games with children. You must show interest, then your child will play with pleasure with you.

The Nikitins' educational games are aimed at developing logical and imaginative thinking. They are presented in the form of puzzles aimed at recognizing and completing images.

A game is a set of tasks that can be solved with the help of cubes, parts from a construction set, bricks ... Tasks are given in such a way as to acquaint the child with the existence of various ways of transmitting information. It should also be noted that tasks are ranked from simple to complex and have a wide range of use (from 2-3 years to adulthood).

These games can be tailored to your level of interest and academic performance. Different games develop different qualities, which together help a child to become quick-witted and inventive.

Intellectual games for the development of logical and imaginative thinking

Frames and inserts(from 10-12 months) - consists of 16 frames with inserts in the form of various geometric shapes. First, you can show and name the child 3-4 inserts (triangle, square, oval). You can give them to your child for research. Further increases the number of figures. After familiarizing yourself with all the figures, you can complicate the task. For example, to trace the shapes along the contours of the frames, and then the shapes themselves; draw figures by counting (2 ovals, 3 squares) and others.

Fold the pattern (from 1, 5 years old) - consists of 16 wooden cubes (edge ​​size 3 cm), where each face has its own color. Cubes must be in the box. First, together with the child, consider the cubes, name the color of the sides of the cubes, fold a monochromatic path, and then make it colored. It is important to finish the lesson before the baby gets tired of it. Promotes the development of spatial imagination, attention, the ability to analyze and combine.

Fractions (from 3-5 years old) - a set of 3 plywoods with an album sheet. Each of which has 4 circles of the same size, but different colors. The first circle is whole, the second is cut into two parts, the third is cut into three, etc. At first, you should only play with the first sheet, the simplest one. You can repeat the colors, count the pieces of the circle, try to make a multi-colored circle.

Unicub (from 1.5-3 years old) - consists of 27 wooden cubes. Introduce the child into the world of three-dimensional space. The game teaches you to be attentive and accurate. There are 60 games in total for ages from 1.5-3 years old to an adult (who cannot handle some games).

Fold square (0t 2 years) - consists of 3 difficulty levels, each with 12 multi-colored squares. The squares are located on the plywood and inserted into the windows. For children of two years old, you can take the 4 simplest squares and show how a square is obtained from several parts. The game promotes the development of color perception, the formation of logical thinking, the assimilation of the concepts of a part and a whole.

Like any technique of early development, be it a technique or, it has its own advantages and disadvantages. We will consider the pros and cons of the Nikitins' technique in the table.

Advantages and disadvantages of the Nikitin technique

Play with your children, communicate with them, develop and get to know them!

Did you know about the Nikitins technique? Do you use their designs in your games with children?

Boris Pavlovich and Lena Alekseevna Nikitin are called by many the classics of Russian pedagogy. On the example of their own large family back in Soviet times, they demonstrated how, breaking the established stereotypes in upbringing, to help a child turn into an independent, harmoniously developed personality.

The Nikitin family was first discussed at the end of the 50s of the XX century. The village of Bolshevo near Moscow, where the teachers lived, was shocked by how young spouses raise their children. The local community was surprised by the fact that Nikitin children, who ran barefoot in the snow and were able to perform dizzying gymnastic exercises, simply boiled with health and amazed with their intelligence. By the age of three or four, these kids were already mastering reading and the basics of mathematics, playing with enthusiasm the logic games invented by their father, and as soon as they started school, they jumped through the class.

It was then, in the 1960s-1970s, that the Nikitins laid the foundations of Russian parental pedagogy, which are still used today.

Basic principles of upbringing "in a Nikitin way"

According to the Nikitins, adults traditionally admit two extremes in communicating with a child. The first is over-organization... That is, super-caring care and continuous activities, entertainment, games. The child does not have time for independent activity.

The second extreme is abandonment child. This means that communication with the baby is reduced only to his service (feed, drink, put to bed). This approach leads to deprivation (psychological starvation), hospitalism (delay in emotional and mental development) and, as a result, to mental retardation.

The Nikitins' system is based, first of all, on work, naturalness, closeness to nature and creativity. The guys are the masters of themselves, their actions and routine. Parents do not force them to do anything, they only help to understand complex life and philosophical problems. Adults push, not outrun children, enter into dialogue with them. The main task of upbringing, according to the Nikitins, is the maximum development creativity a growing person and his preparing for life.

At first, freedom of creativity of children in the classroom. No special training, exercises, lessons. Children do as much as they want, combining sports with all other activities.

Secondly, light clothing and a sports environment in the home: sports equipment are included in daily life children from early childhood, become for them a natural habitat, along with furniture and other household items.

Thirdly, parental indifference to what and how the kids get it, the participation of adults in competitions, and in general - in the very life of children.

Parents should have only one goal: not to interfere, but to help him, not to put pressure on children in accordance with some of their own plans, but to create conditions for their further development, focusing on the well-being and desire of the children.

Lena Alekseevna and Boris Pavlovich did not set themselves the goal of initially teaching their kids everything as early as possible. They noticed that the children develop earlier those aspects of the intellect for which the appropriate "advanced" conditions have been created. Let's say a child has just begun to speak, and among his toys are already cubes with letters, a cut alphabet, plastic letters and numbers.

How to make a child want to study?

So, the conditions for development must be ahead of this process. This means that they need to be prepared in advance. That is, on the walls of the children's room, you need to hang a map of the hemispheres, tables of hundreds and thousands, printed and capital letters, measuring instruments, books. And first impressions can involuntarily arouse a child's interest in some area of ​​knowledge and even develop certain abilities. Common work or work side by side is a mandatory interest in the labor process and in its results from each other, and at the same time, it is a reason for conversation, exchange of views. Here you should pay attention to one very important point: you should never do for the kid what he is able to cope with himself, and not decide for him what he can decide on his own. In any activities of children, adults should try to encourage creativity, not imposing their opinions, and not in a hurry to necessarily prevent a mistake or immediately point out it. And in case of failure, do not blame or shame the child. But success must be celebrated without fail and do not skimp on praise. The main thing is that adults never remain indifferent to what and how the guys do, what they do.

Physical development

Children must be ready to perceive knowledge not only mentally, but also physically. The child's body is itself an instrument of cognition. Not overloaded with excess clothing, not burdened with super-calorie food, it easily and willingly "meets" the requirements of the mental order. Sports equipment should be included in children's life almost from infancy. Nikitin paid special attention. And their experience has shown that this is an effective way to protect a child from most colds.

Intellectual games of the Nikitins

Methodology

In addition to the advanced conditions for development, which were discussed above, Nikitin has developed a number of educational games for children of any age. No specific educational program is imposed on the child. He plunges into the world of the game, in which he is free to choose the field of activity. No one explains the new rules to the kid, he just gets involved in the game with the help of a fairy tale, imitating the elders, participating in collective games. As a rule, first the active participation of adults or older brothers and sisters is required, but then the child can do it on his own. So naturally the baby performs a number of tasks that are gradually becoming more complicated. In this case, the baby should not be prompted. He must be given the opportunity to think for himself. If the child cannot cope with the task, you need to return to easy, already mastered tasks, or temporarily leave this game. If it is noticeable that the crumb has reached the ceiling of its capabilities or has lost interest in the game, it is better to postpone it for a while.

This technique allows the child to independently seek solutions to problems unknown to him, to create a new one, that is, it leads to the development of his creative abilities.

Features of Nikitinsky games

The main difference is the versatility of games and unlimited scope for creativity. They can interest and captivate all family members. Games teach children, moving from simple to more difficult tasks, to get joy and satisfaction from mental activity, think, sometimes suffer, but be sure to achieve a goal.

Each game is a set of tasks that the child solves with the help of cubes, bricks, squares, and details of a mechanical constructor. Tasks are offered to the kid in various forms: in the form of a model, a flat drawing, an isometric drawing, a drawing, written or oral instructions, and thus acquaint him with different ways of transmitting information. The tasks are arranged from easy to difficult.

There are several levels of difficulty: from two or three years old to unbearable for an average adult, so games can excite interest for many years. And the gradual increase in the difficulty of tasks allows the child to improve independently, that is, to develop creative abilities.

Using Nikitinsky in classes with a child, you should adhere to certain principles.

1. It is impossible to explain to the child the method and order of solving problems, and it is impossible to prompt it by word, gesture, or glance. Practically implementing the decision, the kid learns to take everything he needs from the surrounding reality on his own.
2. You cannot demand and achieve that the child will solve the problem on the first try. He may not have matured yet, and you need to wait a day, a week, a month, or even more.
3. The solution to the problem appears in front of the kid in the form of a drawing, pattern or structure made of cubes, bricks, designer parts, that is, visible and tangible things. This allows the child to check the accuracy of the task himself.
4. Most of the educational games are not limited to the proposed tasks, but allow children and parents to compose new options and even come up with new games, that is, engage in creative activities.

So, the main feature of the Nikitins' developmental games is that they managed to combine one of the basic principles of learning - from simple to complex - with a very important condition for creative activity - to do everything independently.

Developing games developed by Boris Nikitin are described by him in a book called “Intellectual Games”. Here are just a few examples of the most popular ones.

Frames and inserts

This game is available to the smallest. It consists of 16 frames with inserts in the form of geometric shapes: a circle, a square, a triangle, an ellipse (oval), a rectangle, and so on. Better to start by showing the inserts. Take a circle, an oval, a square, an equilateral triangle and, naming, show them to the baby. In this case, it is better not to hold them in your hands, but to spread them on a plain surface (not on a colored tablecloth or carpet, but at least on a sheet of paper). Having shown one figure at a time, you can give them to the kid for independent actions - let him look and play. It would be appropriate to offer him at the same time a box or jar, in which he can put all this, and then pour it back. Gradually, the little one will get acquainted with all 16 pieces of the set. If you start with a small number of figures, you can attract a baby to the game, starting from 10-12 months. When the child grows up, you can complicate the tasks: outline the contours of the figures with a pencil, first along the frames, then along the liners (this is more difficult), make a double outline, shade the resulting image, draw figures on the count (three circles, two squares), create plot drawings ( herringbone of three isosceles triangles).

Fold the pattern

This game is represented by 16 wooden cubes with an edge measuring 3 cm, where each face has a specific color. Cubes must be placed in a wooden or cardboard box (required). Nikitin advises starting a game with them from a year and a half. At the beginning (especially with the smallest ones), you just need to sit next to the child and examine the cubes together: "Look, what beautiful cubes! So I took 4 cubes: one, two, three, four. Look, this is the blue side, and this is the yellow What a beautiful blue track I got! Let's take a bunny, see how he likes to ride on it? And now the track has become multi-colored: blue, yellow, blue, yellow. " Perhaps the baby is no longer listening and looks around. This means that the acquaintance with the cubes should have been completed a few minutes earlier. The game should not bore the child. And one more thing: like any other, it is advisable to store it in such a place so that the baby can see, but could not get it himself. When the crumbs have a desire to play, he can say or point to the box if he does not know how to talk yet. These cubes contribute to "the development of spatial imagination, accuracy, attention, graphic abilities, the ability to analyze, synthesize and combine."

Fold square

This game arose from a puzzle in which it was required to put together a square from several pieces of various shapes. It was a rather difficult puzzle, so Nikitin decided to do a number of simpler tasks. It turned out to be a game for children from two years old. It has three categories of difficulty. Each includes 12 multi-colored squares. All 12 squares are located on plywood the size of a landscape sheet and seem to be inserted into the windows. For children 2 years old and younger, 4 of the simplest squares should be left. Let it be a whole square, a square of two rectangles, of two triangles and - cut into two parts along a broken line. Now you can start playing with your child. The details must either be laid out in piles (each has parts of the same color), or it is necessary to show how a whole square is obtained from two halves. Then the child is given the opportunity to act on his own. Gradually, the kid will master this level and move on to a more difficult one. According to Nikitin, this game contributes to the development of color perception, the assimilation of the ratio of the whole and the part, the formation of logical thinking and the ability to break a complex task into several simple ones.

Fractions

The age for starting this game is different, from 3 to 5 years. It is a set of three plywood sheets the size of a landscape sheet. Each of them has 4 circles. They are all the same size but different colors. The first circle is whole, the second is cut into two equal parts, the third into three, and so on, up to 12 "slices". At first, only the first plywood with four circles is left for the game. With their help, you can repeat the colors, count the inserted pieces, compare them with each other. With their help, you can repeat the colors, count the inserted pieces, compare them with each other. Thus, the child gets acquainted with mathematical terminology. You can try making a colorful circle. It is very interesting to build a ladder: at the bottom - a whole circle, then a half, then a third. With its help, you can clearly understand why one second is more than one third.

Unicub

These are versatile cubes that introduce the baby to the world of three-dimensional space. The development of spatial thinking will allow the child in the future to master drawing, stereometry, descriptive geometry. The game teaches clarity, attentiveness, precision, accuracy.

"Unicub" consists of 27 small wooden cubes. The faces of each cube are painted in such a way (three colors in total) so that this combination of faces is rare, if not unique. That is why it is so difficult to complete tasks according to the proposed schemes. Nikitin offers 60 tasks for the "unique". The first of them the author performed with children 1.5-3 years old, and the most difficult ones are not accessible to all adults.

Their daughter Anna Ermakova told about the Nikitins' technique

Comment on the article "Methods for the early development of the Nikitin family"

Hello, dear fellow women ... I, in fact, have no direct relation to the discussions ... I am just writing an essay on Nikitin ... Please, if anyone has such an opportunity, write some links on the topic .. Thank you all in advance.

12/13/2008 10:40:07 PM, Natasha

Why should a child be a genius ???? The main thing is an EDUCATED man, and he is a Nobel laureate or an Olympic champion, who cares? For me, the main thing is that the child is healthy and educated ...

05/25/2008 20:28:46, Tatiana

Taken from here:
http://www.kp.ru/daily/22570/10110/
"Alexey, the eldest son of the Nikitins, now lives in London and practically does not communicate with his family."
"The second son Anton became a talented chemist. He graduated from the chemistry department of Moscow State University, runs a laboratory."
"Olya, the eldest daughter, works as a lawyer, heads a department of the Moscow Registration Chamber. Another daughter, Anya, is a nurse and mother of four children."
"Julia is a tourism manager."
"The penultimate child in the family is Ivan. They experimented on him the least. For example, he was not taught to read at the age of three. And, probably, because he is the only one now does not wear glasses."

"Lyuba, the youngest and herself with many children, is raising her five. Motherhood is her profession and vocation."
"And almost all Nikitins (now not only Nikitins, but also daughters-in-law, sons-in-law) live in my father's old house. When I asked how many people simultaneously live under the roof of Bolshev's house, no one could answer for sure ..."

Total 59 posts .

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The fundamental system of raising children for Americans is the method of B. Spock, for Russians - the method of Nikitins. Every mother, puzzled, how to bring up healthy and harmonious developed child sooner or later he turns to the experience of his parents-innovators Elena and Boris Nikitin.

How did it all begin? It started with ... exudative diathesis. The firstborn's face and body were covered with a crust, the child stopped scratching and being capricious when he was taken out into the cold. Attentive parents noticed this and began to gradually leave the child in the air in one shirt for an increasing amount of time. This was the beginning of hardening, which later grew into a comprehensive methodology for early and comprehensive development.

Cold is a doctor, cold is a friend

The basic principle of hardening is gradualness. During feeding, newborn babies are left naked for a few minutes, then during wakefulness the baby is dressed only in a vest, then the baby is taken out to a cool place, say on the veranda, gradually increasing the time of "walks". The child begins to walk barefoot. The Nikitins lived in their own house and let the children out into the yard, into the snow without shoes. Then came the turn of cold dousing, first at home, then outdoors in summer, and in the snow in winter. Children wore only panties at home all year round. We slept in sleeping bags with the window open. As a result, Elena Nikitina could list a couple of colds that her seven children suffered from in childhood.

The "problem" of nutrition

The word is included in quotation marks for the reason that this problem has never arisen in the Nikitin family. The principle was: "If you want - eat, if you don't want - don't, but until the next meal, no pieces."

The time saved on cooking pickles was spent on education and communication with children. The dishes were simple, cooked in a pressure cooker. Cereals, vegetables, fruits, dairy products, no smoked meats and spicy foods. The adult table is close to the children's one. The kid tastes little by little dishes from an adult table, a spoonful of potatoes or porridge. Gradually, the diet of baby food moves to meals from the common table.

Movement, movement, movement

Physical development in the Nikitin family received great attention. The children were healthy, not overfed, which means they moved a lot. All conditions were created in the house for the development of the physical abilities of children. There were no compulsory norms, for example, on a horizontal barbell pull up so many times or push up so many times. Jump, jump, climb, do what you want. In the sports room there were poles, ladders, ropes - lianas and ropes with knots, rods, bags with small pebbles lined up against the wall, for amateurs - “heavyweights”. Half of the floor was occupied by mats for wrestlers' fight, for somersaults of acrobats, for amateur yogis. There is a jogging track along the perimeter of the garden area. The Nikitins describe their sports as follows: “The guys switch from shell to shell, exercises follow one after another, they immediately come up with and try new ones. The guys have their own inventions and favorite exercises - different at every age. "

Strength, agility and ... caution

When each of the seven children of the Nikitins took the first steps, the parents practically did not insure the baby. And the child, getting used to relying on his own strength, learned to deftly group, landing on the bottom, got up and walked on. But after a trip to their grandmother, the children often began to fall awkwardly, hurt themselves painfully. It turned out that the loving grandmother, worried that the granddaughter would not hurt or hit, supported him by the back of the head, the child, getting used to feeling the belaying hand, began to rely not on her own strengths, but on others, and as a result, he forgot how to fall “correctly”. If the baby - two years old, looking at the older brothers, climbs up the ladder, and is afraid to go down and squeaks, then dad does not take it off, but only comes closer to catch it, if the daughter breaks down and, of course, encourages, but praises the daughter for her courage and dexterity.

“To force is bad, to patronize is even worse, and then what is needed? Rejoicing, simply rejoicing when the child succeeds in something - this, according to our observations, is the main incentive for successful activities with the child. The most perfect sports complex does not arouse his interest, does not "work" if we, adults, remain indifferent to what the child does to him, how he does it. Well, what if you fell? Then we will console, wipe the tear-stained eyes, encourage (“Do not grieve, it will still work out!”) ”. This is an excerpt from the Nikitins book.

How are abilities born?

Until a certain age, the children of the Nikitins amazed those around them not only with their physical data, but also with intellectual development. By the age of three they began to read, at four they understood the plan and drawing, at five they solved simple equations. Children were not only more developed than their peers, but also more responsible. Innovative parents identified the following ingredients for success:

The main thing is a timely start

Observing the children, we noticed that those sides of the intellect were developing in them, for which there were conditions that outstripped the development itself. The child was just beginning to speak, and among other things and toys he has cubes with letters, a cut alphabet, plastic letters and numbers. In these conditions, children started a lot earlier than it was prescribed by medical and pedagogical standards.

But satisfactory conditions for classes in the field of fine arts, biology, foreign languages ​​were not created, therefore, despite the school grade, the children practically did not know the language in a foreign language. If parents talked to kids, on English language then children would know foreign language like your own.

Wide field of activity

Attentive parents noticed that kids prefer to manipulate not toys (they quickly get bored with them), but household items used by adults: kitchen utensils, writing and sewing utensils, tools and appliances. And, noticing this, they were allowed to "enter" the adult world and explore its non-toy properties and dangers. Nikitins constantly adhere to this principle of independence, allowing children to take objects "without demand", but demanding "put in place." You can take everything except two categories of things: other people's and valuable things. This included personal items of parents and relatives. For example, it was not allowed to take anything from my father's desk. The valuable things included a tape recorder, a camera, a watch, that is, something that a child could easily ruin due to lack of knowledge. There were few such things, and a child could only consider them together with an adult.

The children had enough other interesting things that were always available to them, ranging from sports equipment to all kinds of tools and building materials. There was a room in the Nikitins' house - a workshop where one could cut, glue, sculpt, saw, hammer in nails, drill, and sharpen.

The Nikitins tried to meet any intentions of the children to do something, to prove themselves in some kind of creativity. We noticed that the kid likes to write with chalk - they made a board from a piece of linoleum; noticed that he was interested in a map in the "Children's Encyclopedia" - they hung a large map of the hemispheres on the wall. So there were hundreds and thousands of tables, printed and written letters on a poster, on cubes, measuring instruments, large wooden bricks, constructors, books. This is all the Nikitins call a rich environment for the all-round development of the child.

Together with children

Creating conditions for a variety of activities and maximum freedom of activity are not all conditions for the harmonious development of a child. What does it take for a child to get down to business? Have you been engaged in it with enthusiasm and achieved results? This is a joint action. If a mother is sitting and sewing, then a daughter with a needle and thread will definitely sit next to her. Dad writes, then next to him on the same table, on the same sheets of paper, with the same serious look, another "writer" or "artist" is working. Common work or work side by side, interest in each other's results, this is a reason for conversation, this is an exchange of views, this is communication at its best - in joint activities.

Don't do for the kid

From the very beginning, it happened that adults tried not to do for the kid what he himself can think of and decide. On the contrary, they also shoved tasks on children’s cleverness, for solving everyday situations. How to translate an "inattentive" mother across the street, how to find your place in the theater. The Nikitins tried not to miss the opportunity to teach the child to think for himself, to decide, to express himself, overcoming fear and indecision.

Educational games

Boris Nikolaevich Nikitin will remain in our memory not only as an innovator parent who has created his own unique system of versatile development of the child's personality, but also as the author of unusual didactic material:. What, how to play, what "background" is this or that game, what abilities develop various tasks, and how you can create these "smart" toys with your own hands, you can read about this in his book "Intellectual Games".

Nikitins described their system in detail with practical observations and theoretical calculations in the books "We, our children and grandchildren" and "Reserves of the health of our children." Separately, Elena Nikitina published the book "Mom or Kindergarten", in which she expressed her attitude to raising children in preschool institutions and described what, in her opinion, the ideal kindergarten should be.

Three whales of the Nikitin system

Firstly, it is light clothing and a sports environment in the house: sports equipment entered the daily life of children from a very early age, became for them a living environment along with furniture and other household items.

Secondly, it is the freedom of creativity of children in the classroom. No special training, exercises and lessons. The guys do as much as they want, combining sports activities with all other activities.

Thirdly, it is our parental indifference to what and how the kids succeed, our participation in their games, competitions, life itself.

In addition to these three fundamental rules, there are other recommendations to help make children more intellectually developed:

1. Breastfeeding until the first tooth appears (this recommendation looks very underestimated, but in those days it was very bold - editor's note)
2. Physical closeness of mother and child (to separate as little as possible).
3. Expansion of horizons, unlimited opportunity in the knowledge of the world (do not "lock" babies in strollers and diapers).
4. Lightweight clothing. Undershirts with sewn-on sleeves, like tights, block the baby's touch system.
5. Enriched environment: ladders - Skripalev's "upstairs", free movement around the child's apartment - "slider", playing with adult toys (spoons, mugs, plasticine, pencils ...)
6. Freedom of knowledge of the world, removal of "traditional" prohibitions, you should forget the expressions: "Do not climb", "Do not touch"
7. Show and tell the kid only what he himself cannot reach.

Downside

On its business card Boris Nikitin wrote: "Professional father." So who are the children raised by talented, intelligent and thoughtful parents? What is the result of years of effort?

Here are excerpts from the published material: “All seven Nikitin children were gifted, talented, brought up in an effort to achieve their goals. None of them became an excellent student at school. They were unusually developed physically ... but there are no Nikitins on the honor roll among the portraits that glorified the school of athletes.

Early development of creativity presupposed early enrollment in school. The age difference with classmates played a cruel joke with the Nikitins. “The fact that we were younger than the others in the class,” says Yulia, one of the Nikitins' children, isolated us from the circle of our peers and learned to communicate with other people besides the family. ”

The children were well prepared for school and in elementary grades were so accustomed to doing nothing that later, when they moved to high school, as usual, continued to mess around, although their stock of knowledge was no longer enough.

The children were ashamed of their classmates' questions: “Is it true that you all sleep in sleeping bags at home? Do you go barefoot because you have the same shoes for three? " It is not surprising that five out of seven Nikitin children after the eighth grade decided to say goodbye to school. Four of the children received higher education, the rest - medium - special.

Only two children took the baton from their parents. Two daughters have four children, one has one child, the rest have two. None of the children have risen high on the career ladder. Ordinary life of ordinary people.

And the Nikitins themselves, analyzing their experience, note that there were mistakes in upbringing and one of them, that they allowed the family to be exposed to the vigilant attention of society, the children were under the watchful eye of the press, scientists, doctors, associates of their system and this, of course, imposed a certain on them. “The guys began to consider themselves special, they learned to show themselves, to cheat, to adjust,” Nikitins said. And the second significant mistake is that parents focused on children, children became the main thing in life. It was exaggerated, and it was not good - first of all for the guys. "

The Nikitins treated the issue of education consciously, analyzed successes and failures, were interested in world pedagogy, improved their methodology, and generously shared their experience. They gave the children the maximum they were capable of. Their preschool education system was quite versatile. Yes, they made little effort in terms of the aesthetic education of children. Elena Nikitina herself admits this, she was incompetent in this matter and chose not to touch it. You must admit that it is impossible to imagine a person so universal that he could bake pies, compose poems, sang arias and masterly work with a jigsaw.

As for the school period, here the Nikitins did not feel that school is not only a citadel of knowledge, but also a society and, entering it, we are all subject to its laws. The school has its own behavioral rules, values ​​and priorities, they cannot be ignored. The school, albeit with its imperfect educational process, provides important skills: it teaches communication, networking, the ability to fit into the social environment. Being invited to a birthday party by a classmate is perhaps more important than solving a difficult problem. In addition to the upbringing system, there is life that follows its own inexorable laws. The father, realizing the need for hardening, was surprised: the older the children got, the more indifferent they were to the home way of life. A three-year-old kid, running briskly in shorts, is a normal phenomenon, and an eighth-grader walking around the house in shorts is a strange, almost frightening phenomenon.

A huge bow to Elena and Boris Nikitin. At one time, they blew up the public with their unconventional education system, showed the importance of family education and presented the world with an almost universal method for the harmonious development of a child. All their recommendations are reasonable, and what is important for busy modern parents, almost do not require a separate time allocated for regular classes. Nikitins teach to communicate with children competently and get great pleasure from it. And where there is pleasure, there is a result.