PL EN


2015 | 3(47) | 283-291
Article title

ТЕОРЕТИЧНІ АСПЕКТИ ВЗАЄМОДІЇ ШКОЛИ І СІМ’Ї У ВИХОВАННІ ШКОЛЯРІВ

Title variants
EN
ТЕОРЕТИЧНІ АСПЕКТИ ВЗАЄМОДІЇ ШКОЛИ І СІМ’Ї У ВИХОВАННІ ШКОЛЯРІВ
Languages of publication
UK
Abstracts
EN
This article summarizes the various attempts of the scientists to determine the feature interaction as a social mechanism. The analysis of the nature and structure of the concept of «interaction» during which it is important to turn to the consideration of the categories «educational cooperation» and «synergy» is given. It is shown that the interaction is an independent category of pedagogy which is different from «joint activity» and the problem of interaction between educational institutions is more multifaceted than the educational aspect of union forces in joint activity. School and family should work so that the children always felt unity as different and sometimes conflicting demands of adults, leading to uncertainty about the child. The concept of the unity of education, psychological and pedagogical aspects is analyzed. Psychological clarifications provide real opportunities and a full understanding of all teachers’ educational objectives. The teaching aspect aims to create educational situation in school and in the family that puts students to the need to behave according to the rules of conduct. Undoubtedly, the educational objectives should not contradict each other. The basis of interaction between school and family on the principle of «impact on the family because of the child» is presented. The centre of attention is teaching a child who thus becomes a kind of tutor own parents, though not always aware of it. The child is a link between school and family, a consolidating centre, the main figure of collective pedagogical work, which is built around a holistic educational process. The grounded structural components in the system of interaction between school and family, the functions specified interaction of school and family formation about environmentally sound behaviour of primary school pupils (diagnostic, prognostic, values, and organizational management, reflexive) and the definition of key concepts problems are characterized. The scientists and practicing teachers for the most part unanimous that the interaction of school and family is an important process that has a sufficient opportunity to provide a family psychological and educational assistance to the education of children, primarily due to increased pedagogical culture of the parents.
Contributors
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-228e6d76-6ddd-4b91-bdab-7822d370738a
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