Keyword: «family upbringing»

The problem of the spiritual and moral crisis, ripening in society, is associated with the growth of human cruelty, indifference and degradation. We consider the need to raise the younger generation with the help of the wise, time-tested traditions of the people as a way to overcome it and a means of progressive development of society. Therefore, the authors propose to use the rich spiritual heritage of previous generations, who left a rich experience in raising children. In particular, the basic principles and approaches to the training and education of children, historically developed by the Russian Cossacks, are analyzed. It is noted that Cossacks’ system of upbringing, based on national and Orthodox roots, postulating the values of free personal development, serving the Fatherland, is one of the basic components of traditional Cossack culture. The Cossacks tried to develop in the younger generation the traditional features of national identity: pride in their homeland; awareness of their historical duty and the importance of maintaining the continuity of generations and the purity of human thoughts; family value as a part of the clan, as a spiritual fortress. The upbringing of children in the Cossack family and community is carried out in work, which ensures the organic integration of the Cossack upbringing system in modern pedagogical theory and practice of teaching, educating, and socializing children through real personally significant pedagogically organized activities both in educational institutions and in the family. The study, revival and development of the Cossack upbringing system will contribute to the preservation and development of traditions, as well as create the basis for the organization of upbringing and educational work with children, and help to fight the moral degradation of society, contribute to the qualitative renewal of the education system as a basic social institution. It actualizes the axiological, cultural and historical components of the educational process.

The article describes the research activity of the influence of the Internet and gadgets on the psychological and emotional state of preschoolers. The technology for limiting the time children use gadgets is reflected.

Family upbringing is one of the main basic things in personal education. K.D. Ushinski made a great contribution to this part of upbringing. According to its study, the upbringing of a child begins in the family. The upbringing of moral acts in young people is also important. It would be a good idea to organize at schools a special lecture – halls for parents. Where they could study to upbring their children.

This article deals with the problem of the influence of child-parental relations on the formation of the «Image of Self» in adolescents. The main psychological mechanisms through which interaction with parents affects self-esteem, emotional development and identity of adolescents are analyzed. Domestic and foreign classifications of types of parental attitudes, as well as the influence of these types on adolescents are analyzed.

The relevance of the study is determined by the growing sociocultural identity crisis in schoolchildren, the recorded increase in delinquent behaviour, the weakening of patriotic attitudes and the declining upbringing potential of the family, which makes it urgent to search for new structured forms of interaction between educational organisations and the parent community. The aim of the study is to identify the specific features of managing the interaction of the advisor to the director for education and interaction with children’s public associations with the parent community in a general education organisation and to present an organisational model of this interaction within the framework of the federal project “Navigators of Childhood”. Research objectives: 1) to analyse contemporary factors that transform the sociocultural identity of schoolchildren and hinder the implementation of the family’s upbringing function; 2) to reveal the content and areas of activity of the advisor to the director for education and interaction with children’s public associations as regulated by the legal and regulatory framework and the federal project “Navigators of Childhood”; 3) to characterise the model of managing interaction with the parent community implemented through the Directorate for Work with the Parent Community of the Federal State Budgetary Institution “Russian Children and Youth Centre” (Rosdetcenter); 4) to evaluate the results and effects achieved through the structured involvement of parents in educational activities. Research methods: theoretical analysis of philosophical and psychological-pedagogical literature on problems of identity and family upbringing; examination of normative legal documents regulating the work of the advisor to the director for education and interaction with children’s public associations; analysis of statistical data on parent chats and juvenile delinquency; a structural-functional approach to describing the tasks and work areas of the advisor to the director for education and interaction with children’s public associations. The object of the study is the process of interaction between the advisor to the director for education and interaction with children’s public associations and the parent community in a general education organisation. The subject of the study is the managerial mechanisms and structural components that ensure the interaction of the advisor to the director for education and interaction with children’s public associations with the parent community. In the course of the study, the core difficulties of family upbringing and the barriers that previously limited parents’ involvement in school life were systematised; the content of two main areas of the advisor’s work was revealed; the contemporary model of interaction management is described in detail, including the establishment of a network of parent chats (growth from 1.65 million to over 4 million), the creation of family upbringing spaces, the holding of forums and festivals (“Parents Online”, “Wings of Childhood”), and the integration of parents into grant programmes. Positive outcomes of the model’s implementation have been registered. The significance of the study lies in the fact that the described mechanisms can be applied to build long-term interaction according to the “teacher – student – parent” model and to strengthen the educational component in educational organisations.