Keyword: «parents»

The article is devoted to the currently relevant topic – aggression of adolescents. The article examines the problems of the family as a source of aggressive behavior of schoolchildren: problematic aspects of single-parent families, problems of lack of a proper example of behavior on the part of parents, overprotection of parents over their children, problems of totalitarian upbringing of parents of their children. Within the framework of solving these problems, it is proposed to conduct classes with parents to study the pedagogical foundations of child rearing and timely taking measures of responsibility to parents who do not perform parental duties.

The article discusses the peculiarities of adaptation of young children to the conditions of preschool educational institutions, presents the types of adaptation to kindergarten, characterizes each of the types, presents methodological recommendations to parents during the period of adaptation of the child.

The relevance of the problem under study is due to the need to form a system of personal qualities, properties, values, knowledge in the younger generation with the help of the expedient joint activities of the teacher and parents, as well as the presence of difficulties in communication and the work of two social institutions. The purpose of the study is to analyze the features and problems of the development of productive interaction between the class teacher and parents, as subjects of pedagogical activity. The leading approach to the study of the chosen problem was the analysis of literary sources, the systematization of the selected materials and the generalization of the results obtained. The article analyzes various aspects of the productive interaction between the family and the school, goals, forms, methods of cooperation. Based on the analysis, problems and contradictions were noted in the course of the implementation of joint activities arising from the impractical actions of both teachers and parents in modern socio-economic conditions, as well as during the period of forced self-isolation due to the COVID-19 pandemic. Attention is drawn to the necessary interest of subjects in meeting the basic needs of students and involvement in the process of education and development of schoolchildren. The author establishes the importance of creating an environment and conditions for the cooperation of parents and teachers, and their participation in achieving the success of the child.

The study explores issues related to the problem of family-school interaction in the context of their influence on educational aspirations, achievements, and decision-making by children. It is shown that the cooperation of family and school can quickly determine the educational trajectory of a child, which cardinally affects his professional self-determination. Based on the analysis of Russian and foreign studies, the author analyzes various models of parental engagement, examines the barriers to cooperation between parents and the school, and shows the effects of interaction. The author draws attention to the insufficient training of teachers for the implementation of interaction and the role of the school administration in its improvement. The potential of the systematic engagement of the family in the joint education of the child with the school is noted.

The article is devoted to a comparison of educational systems in different countries, which are united by the unity of cultures, geographical location and by belonging to similar racial and national characteristics, and in connection with this are divided into “Western” and “Eastern” (Asian) cultures. The authors came to conclusions that explain the similarities and differences in education systems among different nations. What is common is that the upbringing of preschool children is based on love, lack of strictness, and instilling basic behavioral skills. Differences in the upbringing of adolescents are noted from 6-12 years of age and depend on the mentality and historical cultures of peoples and races. These features influence approaches to raising children in the context of the general computerization of education and the digital future.