Взаємодоповнююча роль школи і сім’ї у формуванні гуманних батьківсько-дитячих взаємин
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2014
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Анотація
У статті розкривається роль сім’ї та школи як найважливіших соціальних інститутів у формуванні особистості дитини, зокрема, формуванні гуманних батьківсько-дитячих взаємин; висвітлюються сучасні підходи до взаємодії сім’ї і школи, типи взаємин «педагог-батьки», аналізується виховний вплив школи в порівнянні з сім’єю. Окреслено підхід до сім’ї як до суб’єкта саморозвитку, саморегуляції, який має на меті підвищення її суб’єктної позиції, соціально-педагогічну і психотерапевтичну діяльність. Особлива увага приділена розгляду характеру внутрішньосімейних взаємин дорослих і дітей, негативних і позитивних сторін шкільного й сімейного виховання, розкриттю важливих умов взаємодії батьків і педагогів як суб’єктів виховного впливу на дитину.
The role of family and school as the most important social institutions in forming of the child’s personality, including establishment of humane parent-child relationships are revealed in the article; modern approaches to interaction of family and school, the types of «teacher-parents» relationships are highlighted; the educational impact of school in comparison with the family is analyzed. The approach to the family as to the subject of self-development, self-regulation, which aims at increasing its subjective position, socio-educational and psychotherapeutic work is outlined. Special attention is paid to the character of interfamily relations between adults and children, the negative and positive aspects of school and family upbringing, disclosure of important conditions of the interaction of parents and teachers as the subjects of educational influence on the child. Basing on achievements of modern psychological and pedagogical science, сonsidering the practical experience and characteristics of current realities, an attempt is made to identify the most urgent problems of education children of different age groups in the family and devise the best ways to eliminate existing shortcomings by engaging parents in cooperation with secondary schools. To enhance the efficiency of interaction between family and school is important to study the families of pupils, taking into account the age and individual characteristics of the child. Knowledge about the objective conditions of the families obtained in the course of its study in the following areas: the presence of the parents knowledge and skills of upbringing children of particular age in family; the nature of interfamily relations between adults and children; problems in the education of children and their solutions, the attitude to cooperation with the school and so on is revealed. Depending on it are determined the groups of parents according to their attitude toward upbringing of the child and the gaining psychological and pedagogical assistance from the teacher, the school; the level of formation of practical, pedagogically-related skills of educational function, the most urgent issues that parents are facing in upbringing of children of particular age are clarified. Scientific and methodological support of educational institutions with the family, which first of all occurs through the interaction of family and school, involves the approach to the family, not only as an object of education, but also as a subject of self-development, self-regulation and aims to increase its subjective positions, social-pedagogical and psychotherapeutic work. The proper knowledge of objective conditions favors the development of designed and purposeful strategy of pedagogisation of parents as the most important and complex element of interaction between family and school.
The role of family and school as the most important social institutions in forming of the child’s personality, including establishment of humane parent-child relationships are revealed in the article; modern approaches to interaction of family and school, the types of «teacher-parents» relationships are highlighted; the educational impact of school in comparison with the family is analyzed. The approach to the family as to the subject of self-development, self-regulation, which aims at increasing its subjective position, socio-educational and psychotherapeutic work is outlined. Special attention is paid to the character of interfamily relations between adults and children, the negative and positive aspects of school and family upbringing, disclosure of important conditions of the interaction of parents and teachers as the subjects of educational influence on the child. Basing on achievements of modern psychological and pedagogical science, сonsidering the practical experience and characteristics of current realities, an attempt is made to identify the most urgent problems of education children of different age groups in the family and devise the best ways to eliminate existing shortcomings by engaging parents in cooperation with secondary schools. To enhance the efficiency of interaction between family and school is important to study the families of pupils, taking into account the age and individual characteristics of the child. Knowledge about the objective conditions of the families obtained in the course of its study in the following areas: the presence of the parents knowledge and skills of upbringing children of particular age in family; the nature of interfamily relations between adults and children; problems in the education of children and their solutions, the attitude to cooperation with the school and so on is revealed. Depending on it are determined the groups of parents according to their attitude toward upbringing of the child and the gaining psychological and pedagogical assistance from the teacher, the school; the level of formation of practical, pedagogically-related skills of educational function, the most urgent issues that parents are facing in upbringing of children of particular age are clarified. Scientific and methodological support of educational institutions with the family, which first of all occurs through the interaction of family and school, involves the approach to the family, not only as an object of education, but also as a subject of self-development, self-regulation and aims to increase its subjective positions, social-pedagogical and psychotherapeutic work. The proper knowledge of objective conditions favors the development of designed and purposeful strategy of pedagogisation of parents as the most important and complex element of interaction between family and school.
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Ключові слова
сім’я, школа, гуманні батьківсько-дитячі взаємини, типи взаємодії, family, school, humane parent-child relationships, types of interactions
Бібліографічний опис
Повалій, Л. В. Взаємодоповнююча роль школи і сім’ї у формуванні гуманних батьківсько-дитячих взаємин [Текст] / Л. В. Повалій // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 1 (35). – С. 401–410.