Keyword: «parent community»

The relevance of the research is determined by the need to strengthen the upbringing function of an educational organization in the context of the implementation of the Strategy for the Development of Education in the Russian Federation. The cooperation of education subjects generates a demand for practice-oriented forms of work with parents, especially at the stage of primary school age, which is characterized by the crisis of 7 years and adaptation to learning activities. Traditional educational formats (lectures, meetings) often do not satisfy the request of modern parents for dialogue and practical assistance, which makes the design of a pedagogical club especially relevant. The aim of the study is to justify the diagnosis of parental requests as a methodological basis for the development of a school pedagogical club program and to describe the testing of the model based on the material of a specific educational organization. The methodological basis is formed by the theories of the systemic activity-based approach, which define the development of a child through joint activity with an adult; concepts of partnership between family and schools; as well as approaches of subject-subject interaction and andragogy focused on taking into account the needs of parents as equal participants in educational relations. The theoretical base is supplemented by analysis of normative and scientific-methodological literature, generalization of domestic and foreign practices of working with the family. Empirical methods include a questioning of parents (N = 67 people) in nine positions, and pedagogical observation during the work of the Our Child club (Secondary School No. 29 named after I. N. Zikeev in Kursk). The diagnostics revealed priority topics: age and psychological characteristics of the primary school student (75%), methods of correcting behavioral difficulties (68%) and effective educational technologies (60%). Preferred work formats: trainings (85%), group discussions (78%) and case method (72%). Based on the data obtained, a thematic meeting plan, a feedback system, and a club organization model were developed, including conceptual, substantive, methodological, and analytical components. The developed model is based on the principles of voluntariness, confidentiality and flexible response to requests from participants. The feedback system, implemented through questionnaires and reflective sheets, ensured the prompt adjustment of the program. The theoretical significance lies in clarifying the concept of a "pedagogical club" as a form of psychological and pedagogical support for a family based on the actual needs of parents. The practical significance lies in the possibility of using the proposed tools and thematic plan by educational psychologists and classroom teachers to design programs for working with parents of primary school students.

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.

The article discusses effective strategies for involving parents in the educational process through parent meetings in preschool institutions. It emphasizes the importance of creating an open and trusting atmosphere, using interactive methods, and ensuring feedback. Examples of successful activities, such as workshops and group discussions, are described, which contribute to strengthening the interaction between educators and families. The article also addresses the need for a constant communication channel between parents and the kindergarten, which allows for active parental participation outside formal meetings. The influence of such interaction on children's development and the creation of a community where every parent's opinion is valued is also discussed