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THE FORMS OF COOPERATION BETWEEN EDUCATIONAL ORGANIZATION AND FAMILY
Yarmoshuk E.P.
Yarmoshuk Ekaterina Petrovna
Student 3 term
Faculty of preschool, primary and special education
National Research University "BSU"
Annotation:this article deals with the problem of cooperation between a family and General education organization in the process of formation and development of a child's personality. There is a description of the main idea of the system of work of the school's teaching staff with parents in accordance with the Federal state educational standard of primary General education. The goals and conditions of cooperation between the educational organization and the family were noted. The approaches to the classification of the main forms of joint activities of the school and parents were indicated. Innovative and traditional, individual and collective forms of cooperation between the two social institutions of personal education and socialization were considered.
Аннотация:в данной статье рассматривается проблема взаимодействия семьи и общеобразовательной организации в процессе формирования и развития личности ребенка. Дается описание основной идеи системы работы педагогического коллектива школы с родителями в соответствии с Федеральным государственным образовательным стандартом начального общего образования. Были отмечены цели и условия сотрудничества между образовательной организацией и семьей. Обозначены подходы к классификации основных форм совместной деятельности школы и родителей. Рассмотрены инновационные и традиционные, индивидуальные и коллективные формы взаимодействия двух социальных институтов образования и социализации личности.
Key words: cooperation, family, educational organization, Federal state educational standard of primary General education, forms of interaction, teacher, parents, social institution, education.
Ключевые слова: сотрудничество, семья, образовательная организация, федеральный государственный образовательный стандарт начального общего образования, формы взаимодействия, педагог, родители, социальный институт, образование.
Конец формы
Начало формы
The school and the family are the two main institutions of personal education and socialization. The full development of a child is impossible without the interaction between these subjects, their relationship in the educational process.
Nowadays, the family is developing in a new, often contradictory social situation. On one hand, modern society is turning to the problems of the family, and programs are being developed to strengthen and increase its importance in the upbringing of a child. On the other hand, there are processes that lead to exacerbation of problems in the family. Most of time parents spend at work, paying less attention to the child's upbringing, shifting this difficult mission to teachers at school. Therefore, in the current conditions, the family needs systematic and qualified assistance from a General education institution [7].
The purpose of this work is to study the forms and methods of cooperation between the family and the General education organization used by teachers in modern, constantly changing conditions of public life.
The cooperation between the family and the school is a joint equal activity of the General education organization and parents in organizing the educational process as partners, based on mutual respect and consent, taking into account individual abilities and opportunities [3]. Education will be effective only when the family feels like a part of the teaching team in the development and implementation of forms and methods of teaching and development of the child as a person. When parents and teachers are in a relationship of trust and are partners, they will be able to get to know the child better from different sides and features of his behavior in different life situations [8].
Most researchers, considering cooperation from the point of view of psychological and pedagogical interaction, were based on the "teacher-student" relationship, referring to the cooperation between the teacher and parents only indirectly. But now, at a time when the family is the main social institution of education and training of a child, a General education organization will not be able to achieve high, positive results without cooperating with its parents. Therefore, a new type of parent – child – teacher cooperation relationship is being developed. In this type of relationship, the child no longer becomes an object, but a subject of educational activity [1].
The main idea of the Federal state educational standard for primary General education is the participation of students, their parents (legal representatives), teachers and public in design and development of the school's social environment, as well as in the formation and implementation of individual educational routes for students [4].
The leading idea of the system of work of the school's teaching staff with parents in accordance with the Federal state educational standard of primary General education is to establish partnership relations with the family of each child, creating the atmosphere of mutual support and common interests [4]. The process of cooperation between the family and the school should be aimed at including parents in the educational process, leisure activities, interaction with children and the teaching staff.
The goals and conditions of cooperation of General education organization with the families of students are important components of the organization of interaction [7]. Their achievement depends on the forms and methods of cooperation used by the educational organization with parents – ways of organizing their joint communication and activities. The choice of various forms and methods of cooperation is carried out by the school and depends on certain tasks that need to be solved at this stage, on the interests and aspirations of parents, as well as on the level of development of society in this period [6].
The forms and methods of cooperation between a General education organization and a family can be divided into individual, group, and collective. The basis for this classification is the number of parents who interact with the teacher and take an active part in the education and training of children [10].
The teacher must remember that each student's family is special. There are no identical families. Therefore, the use of individual forms of cooperation by a General education organization will be important and more effective in creating good relationships and establishing contact with parents [5].
Individual forms of cooperation between the educational institution and the family include: conversations with the parents of students on the phone; individual meetings; conversations; consultations on issues that arise; visits to the child's family; correspondence with parents, etc.
Currently, the need for teachers to use individual forms of cooperation has increased significantly and is manifested not only on the part of the General education organization, but also on the part of parents [9].
Individual work of the teacher with a family of students is very effective. It results in parents learning the requirements that the school imposes on students, and active participation in the life of the school and the class. It is thanks to the individual work of the teacher with the family that children and their parents begin to show interest in learning, as a result of which their achievements increase, a higher self-esteem is formed, and the preparation of homework becomes more successful.
Collective and group forms of cooperation involve the joint work of a General education organization with all or certain groups of parents. They are designed to identify problems in this class, find ways to solve them, and involve all parents in school Affairs. Using these forms of cooperation allows each parent to take an active part in the life of the school and class. In the course of collective work, all opinions are necessarily listened to, then analyzed and taken into account in the activities of teachers [2].
The main forms of group and collective cooperation are: school-wide and classroom parent meetings; holding school events, concerts; open days (parent days); creating and working closely with the parent Committee thematic conferences; working with creative groups of parents, question and answer day; group consultations; meeting parents with the school administration, teaching staff; parent lectures; workshops, trainings; viewing educational films and further discussion; parent schools, etc. [6].
If we consider another classification, the forms of cooperation between a General education institution and the family are divided into traditional and non-traditional.
Traditional forms are those that are common to all General education institutions, those that have been tested for years. These include: parent meetings; lectures for parents; pedagogical conversations with parents; family visits; joint organization of events; individual and group consultations; correspondence with parents; individual meetings, etc.
Non-traditional forms of cooperation are modern forms of working with the family, which help teachers to assist parents in raising and teaching children as best as possible. Every parent strives to support the teacher in his work aimed at the development of the child as a fully developed person. But modern parents are educated people who are able to analyze emerging issues, the current situation, so the teacher needs to use new forms of cooperation with the family.
These include: discussions; seminars;" round tables " for parents-discussion with the obligatory participation of specialists in a non-traditional environment of current problems of education; trainings; business games (here we consider various situations of interaction with a child in the family, ways of encouragement and punishment, etc.). [1].
There are many forms of cooperation between General education organization and the family. To achieve the set goals and achieve high results, the teacher must be able to correctly combine various forms of cooperation in joint activities with parents. Each time, the teaching staff should select the necessary, more effective ones, taking into account the characteristics of each individual family. After all, the main goal of cooperation is to become allies with parents.
Thus, we can say that the content of all forms of cooperation between a General education institution and the family is to create an active educational interaction that is aimed at the harmonious development of students. Well-organized interaction between teachers and parents will help to better understand the child, find the most appropriate ways to solve the problems of personal education in the family and school. The teacher should remember that all the forms that he uses should be aimed at establishing trusting relationships between children, parents and the school, uniting them into one team, and fostering the need to share their problems with each other and solve them together. Cooperation between family and school is a process that lasts for a school life.
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