Specifics of organizing parent education in the practice of interaction between various education stakeholders and students’ families
Introduction. The article presents the results of the study devoted to changing the essence of parent education, the features of its implementation in the context of strengthening measures of state support for families with children, expanding the subjects of influence and levels of their representation. The purpose of the article is to clarify the essence of the concept of ‘parent education’ and the specifics of its organization in the practice of interaction of various subjects with families of students.
Materials and Methods. The methodological basis of the study is formed by the following approaches: axiological, socio-cultural, project. Theoretical research methods include analysis, generalization and systematization of scholarly literature. Empirical research methods include studying teaching experience and a survey.
Results. The author obtained the following results: the findings of Russian and international studies were analyzed and summarized, revealing the ongoing changes in the understanding of parent education, its effectiveness, the importance of an interdepartmental approach to its provision; the results of the empirical stage of the study are presented, reflecting the focus of the educational institution and the family on interaction, the request of parents within the framework of parental education, the most common practices of parental education and the subjects of their implementation; the specifics of the implementation of parental education are determined depending on the level structure of interaction of various subjects.
Conclusions. Changing the essence of parent education has a socially determined nature and reflects its multi-aspect nature (as a socio-cultural phenomenon, socially significant activity and process), determining its focus, content, methodological foundations, taking into account the capabilities of many subjects (educators and social) and the level structure of their interaction.
Parent education; Subjects of parental education; Interaction of various subjects; Interdepartmental interaction; Forms of parental education; Family support; Educational potential of the family.
- Bagirova A. P., Chereshova S. V., Zolotnitskaya L. V. Possibilities for developing parental competencies in the Russian education system. Woman in Russian Society, 2024, no. 2, pp. 15-30. (In Russian) URL: https://elibrary.ru/item.asp?id=67901218 DOI: https://doi.org/10.21064/WinRS.2024.2.2
- Ilakavicius M. R., Yakushkina M. S. Psychological and pedagogical enlightenment as a means of developing parental communities: Experience of the cis member states. Man and Education, 2022, no. 3, pp. 45-56. (In Russian) URL: https://elibrary.ru/item.asp?id=49868728 DOI: https://doi.org/10.54884/S181570410023070-2
- Kochergina O. A., Kirjushina O. N. Problems of readiness of parents of school students to improve their pedagogical culture. The World of Science, Culture, Education, 2018, no. 4, pp. 138-141. (In Russian) URL: https://elibrary.ru/item.asp?id=35576069
- Kurakina E. Yu. Parental education as a mechanism for the formation of responsible parenthood. Educational Panorama, 2024, no. 2, pp. 42-48. (In Russian) URL: https://elibrary.ru/item.asp?id=69210876
- Lechieva M. I., Saidov A. A., Buralova R. A. Child-parent relationships as a predictor of personal development in adolescence. Prospects of Science and Education, 2024, no. 6, pp. 575-595. (In Russian) URL: https://elibrary.ru/item.asp?id=79560965 DOI: https://doi.org/10.32744/pse.2024.6.35
- Lykova I. A., Mayer A. A. Systematization of family education traditions: A socio-pedagogical classifier. Science for Education Today, 2022, vol. 12 (5), pp. 200-224. (In Russian) URL: https://www.elibrary.ru/item.asp?id=49623135 DOI: https://doi.org/10.15293/2658-6762.2205.11
- Mayer A. A., Yakovleva E. N., Zelenkova T. V. Design of a universal model of parental education in preschool education. Higher Education Today, 2024, no. 4, pp. 10-17. (In Russian) URL: https://elibrary.ru/item.asp?id=69206607
- Milkevich O. A. Parenthood as family responsibility: Ways of formation. Pedagogy, 2024, vol. 88 (9). pp. 45-52. (In Russian) URL: https://elibrary.ru/item.asp?id=73529615
- Nelyubova Ya. K. Parental “general education”: Socio-psychological aspects of implementation. Society: Sociology, Psychology, Pedagogy, 2022, no. 2, pp. 122-127. (In Russian) URL: https://elibrary.ru/item.asp?id=48072907 DOI: https://doi.org/10.24158/spp.2022.2.16
10. Ul'yanina O. A., Yurchuk O. L., Nikiforova E. A., Okonovenko D. V., Salomatova E. A. The “psychology weeks” as an effective tool for psychological education of participants in educational relations: Methodology and organization. Bulletin of Practical Psychology of Education, 2024, vol. 21 (1), pp. 135-147. (In Russian) URL: https://elibrary.ru/item.asp?id=68517391 DOI: https://doi.org/10.17759/bppe.2024210111
11. Afanasyev V. V., Sergeeva V. P., Ukolova L. I., Milkevich O. A. Methodology of studying social and cultural partnership in the prevention of children's ill-being. Espacios, 2017, vol. 38 (55), pp. 13. URL: https://www.elibrary.ru/item.asp?id=31157342
12. Ashilova M. S., Begalinov A. S., Pushkarev Yu. V., Begalinova K. K., Pushkareva E. A. Values in foundation of modern globalizing society: Change study. Science for Education Today, 2023, vol. 13 (2), pp. 99-121. URL: https://elibrary.ru/item.asp?id=53699841 DOI: https://doi.org/10.15293/2658-6762.2302.05
13. Brighouse H., Swift A. Family values reconsidered: A response. Critical Review of International Social and Political Philosophy, 2017, vol. 21 (3), pp. 385-405. DOI: https://doi.org/10.1080/13698230.2017.1398492
14. Eliyahu-Levi D., Ganz-Meishar M. The personal relationship between the kindergarten teacher and the parents as a mediator between cultures. International Journal of Early Years Education, 2019, vol. 27 (2), pp. 184-199. DOI: https://doi.org/10.1080/09669760.2019.1607263
15. Gheaus A. Childhood: Value and duties. Philosophy Compass, 2021, vol. 16 (12), pp. 12793. DOI: https://doi.org/10.1111/phc3.12793
16. Lawson M. A. School-family relations in context. Parent and teacher perceptions of parent involvement. Urban Education, 2003, vol. 38 (1), pp. 77-133. URL: https://www.academia.edu/4434884/School_Family_Relations_in_Context DOI: https://doi.org/10.1177/0042085902238687
17. Milkevich O. A., Gileva A. V., Vatina E. V. Training of teaching staff in the context of the transformation of the value of family and childhood. Perspectives of Science and Education, 2023, no. 2, pp. 125-140. URL: https://elibrary.ru/item.asp?id=52657620 DOI: https://doi.org/10.32744/pse.2023.2.7
18. Rybakova A. I., Fomina S. N. The model of professional training of specialists of social work in the conditions of multilevel education on the basis of integrative approach. Contemporary Problems of Social Work, 2015, vol. 1 (3), pp. 55-61. URL: https://elibrary.ru/item.asp?id=25465100 DOI: https://doi.org/10.17922/2412-5466-2015-1-3-55-61
19. Shmakova A. I. Parenting and family relationships factors in the intergenerational transmission of partnerships: A research review. Perspectives of Science and Education, 2023, no. 2, pp. 536-548. URL: https://elibrary.ru/item.asp?id=52657743 DOI: https://doi.org/10.32744/pse.2023.2.31
20. Yusupova Z. F., Gorbunova L. N., Shulga T. I., Timirov F. F., Sorokoumova E. A., Kochneva L. V. Formation of humanitarian competence of university students in the context of education globalization. Man in India, 2017, vol. 97 (14), pp. 21-33. URL: https://elibrary.ru/item.asp?id=31047468