PATTERNS OF PSYCHOLOGICAL AND PEDAGOGICAL INTERACTION BETWEEN TEACHER AND PARENTS OF PUPILS
Natalia Slobodianyk
H. S. Kostyuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine
https://orcid.org/0000-0002-2053-0688
PDF, 8-2018-170-183.pdf (Українська)

Keywords

pattern
psycho-pedagogical interaction
productive interaction
principles of interaction
psychological and pedagogical conditions
pedagogical communication
empathy
reflexion

How to Cite

Slobodianyk, N. (2018). PATTERNS OF PSYCHOLOGICAL AND PEDAGOGICAL INTERACTION BETWEEN TEACHER AND PARENTS OF PUPILS. PSYCHOLOGICAL JOURNAL, 4(8), 170-183. https://doi.org/10.31108/1.2018.8.18.12

Abstract

The article analyzes the essence, structure and peculiarities of the psycho-pedagogical interaction between teacher and parents of pupils, reveals the peculiarities of productive and unproductive interaction between teacher and parents, determines the patterns, principles, psychological and pedagogical conditions of productive interaction between teacher and parents of pupils. The signs of productive interaction between teacher and parents of pupils are presented: communication, knowledge of the laws and the structure of pedagogical communication; recognition of the value of the family, interaction with the family, ability to reflect the interaction with the family, humanization of interpersonal relationships. It is concluded that psychological and pedagogical conditions of productive interaction between teacher and parents of pupils are logically interconnected and interdependent. The implementation of personal-active, dialogical, individual-creative approaches determines the strategy, determines the choice of tactics of teacher's actions in the process of interaction with parents of pupils. It isnoted that in the process of psychological and pedagogical interaction between teacher, schoolchildren and parents there are various interconnected and interdependent relations and connections. It is determined that the content of the work of the pedagogical team with parents is to increase the psychological and pedagogical knowledge of the parents (lectures, seminars, individual consultations, workshops, conferences, parent training; parental rings); involvement of parents in the educational process (parent meetings, general creative affairs).
Parent conferences are of great importance in the system of educational work of the school. During such conferences, it is possible to discuss topical problems of society, the reasons of conflicts between parents and children and waysof solving for such situations; gender issues and problems of sex education in family.It is concluded that the interaction between teachers and parents in an educational institution is an integral socio-psychological system, which combines the unity of perceptual (common consciousness), communicative (communication) and interactive (cooperation, co-creation) interrelated components.

PDF, 8-2018-170-183.pdf (Українська)

References

Амонашвили Ш. А. Размышления о гуманной педагогике / Ш. А. Амонашвили. – М.: Издательский Дом Шалвы Амонашвили, 1995. – 496 с.

Бодалев А. А. Проблемы гуманизации межличностного общения и основные направления их психологического изучения /А. А. Бодалев// Вопросы психологии, 2010. – № 6.– С. 74 - 81.

Западаева М. Б. Эффективное взаимодействие учителя с родителями учащихся: теоретический аспект /М. Б. Западаева// Социальная педагогика. – 2014. – № 3. – С.112-119.

Коротаева Е. В. Основы педагогики взаимодействий: теория и практика: монография / Е. В. Коротаева. – Екатеринбург: Изд. УрГПУ, 2013. – 203 с.

Коломинский Я. Л. Изучение педагогического взаимодействия/ Я. Л. Коломинский // Советская педагогика, 1991. – № 10. – С. 36 - 42.

Крючков В. К. Взаимоотношения в системе «педагог – ребенок – родители»/ В. К. Крючков // Педагогика, 2012. – № 9. – С. 37 - 32.

Лесгафт П. Ф. Семейное воспитание ребенка и его значение / П.Ф. Лесгафт. – М.: Педагогика, 1991.– 176 с.

Лященко М. Взаємодія батьків та педагогів – необхідна умова для виховання нового покоління /М. Лященко // Рідна школа, 2011. – №11. – С. 71-74.

Оржеховська В. М. Взаємодія навчального закладу і сім’ї: стратегії, технології і моделі / В. М. Оржеховська. – Х.: Видавництво «Точка», 2007. – 192 с.

Цуркан Т. Г. Взаємодія сім’ї та школи – важливий чинник успішного навчання школяра / Т. Г. Цуркан // Науковий вісник Чернівецького університету. Педагогіка та психологія, 2013. – С. 71-78.

Costin L. A historical review of school social work / L. Costin. – Social Casework, 1969. – Р.439-453.

Englund M. Children's achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance /М. Englund, А. Luckner // Journal of Educational Psychology Englund, 1996. – Р. 723 - 730.

Fan X. Parental involvement and students' academic achievement: A meta-analysis /Х. Fan, М. Chen // Educational Psychology Review, 2001. – №13 (1) – Р. 1-22.

Fantuzzo J. W. Parent involvement in early childhood education and children's peer play competencies: An examination of multivariate relationships / J. W. Fantuzzo, Е. Tighe, Mc. Wayneю // NHSA Dialog: A Research-To-Practice. Journal for the Early Intervention Field, 2001. – №6. – Р. 3-21.

References (Transliteration):

Amonashvili Sh. A. Razmihshleniya o gumannoyj pedagogike / Sh. A. Amonashvili. – M.: Izdateljskiyj Dom Shalvih Amonashvili, 1995. – 496 s.

Bodalev A. A. Problemih gumanizacii mezhlichnostnogo obtheniya i osnovnihe napravleniya ikh psikhologicheskogo izucheniya /A. A. Bodalev // Voprosih psikhologii, 2010. – № 6.– S. 74 - 81.

Zapadaeva M. B. Ehffektivnoe vzaimodeyjstvie uchitelya s roditelyami uchathikhsya: teoreticheskiyj aspekt / M. B. Zapadaeva// Socialjnaya pedagogika. – 2014. – № 3. – S.112-119.

Korotaeva E. V. Osnovih pedagogiki vzaimodeyjstviyj: teoriya i praktika: monografiya / E. V. Korotaeva. – Ekaterinburg: Izd. UrGPU, 2013. – 203 s.

Kolominskiyj Ya. L. Izuchenie pedagogicheskogo vzaimodeyjstviya / Ya. L. Kolominskiyj // Sovetskaya pedagogika, 1991. – № 10. – S. 36 - 42.

Kryuchkov V. K. Vzaimootnosheniya v sisteme «pedagog – rebenok – roditeli»/ V. K. Kryuchkov // Pedagogika, 2012. – № 9. – S. 37 - 32.

Lesgaft P. F. Semeyjnoe vospitanie rebenka i ego znachenie / P. F. Lesgaft. – M.: Pedagogika, 1991.– 176 s.

Lyathenko M. Vzaєmodіya batjkіv ta pedagogіv – neobkhіdna umova dlya vikhovannya novogo pokolіnnya /M. Lyathenko // Rіdna shkola, 2011. – №11. – S. 71-74.

Orzhekhovsjka V. M. Vzaєmodіya navchaljnogo zakladu і sіm’ї: strategії, tekhnologії і modelі / V. M. Orzhekhovsjka. – Kh.: Vidavnictvo «Tochka», 2007. – 192 s.

Curkan T. G. Vzaєmodіya sіm’ї ta shkoli – vazhliviyj chinnik uspіshnogo navchannya shkolyara. /T. G. Curkan// Naukoviyj vіsnik Chernіvecjkogo unіversitetu. Pedagogіka ta psikhologіya, 2013. – S. 71-78.

Costin L. A historical review of school social work / L. Costin. – Social Casework, 1969. – Р. 39-453.

Englund M. Children's achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance /М. Englund, А. Luckner // Journal of Educational Psychology Englund, 1996. – Р. 723 - 730.

Fan X. Parental involvement and students' academic achievement: A meta-analysis /Х. Fan, М. Chen // Educational Psychology Review, 2001. – №13 (1) – Р. 1-22.

Fantuzzo J. W. Parent involvement in early childhood education and children's peer play competencies: An examination of multivariate relationships / J. W. Fantuzzo, Е. Tighe, Mc. Wayneю // NHSA Dialog: A Research-To-Practice. Journal for the Early Intervention Field, 2001. – №6. – Р. 3-21.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright Notice

Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link - https://creativecommons.org/licenses/by/4.0/