FAMILY AND SCHOOL INTERACTION IN SPIRITUAL AND MORAL EDUCATION OF SCHOOLCHILDREN

ABSTRACT

The importance of interaction between family and school in the spiritual and moral education of schoolchildren is an urgent problem of modern society. In this article we have considered this problem in detail, paying special attention to theoretical aspects and practical application.

The article is devoted to the analysis of theoretical provisions related to the interaction of family and school in the process of upbringing of children. We have studied various approaches to this issue, including psychological, pedagogical and sociological aspects. We also conducted experimental work, which allowed us to evaluate the effectiveness of family and school interaction in the spiritual and moral education of schoolchildren.

Thus, this article is a comprehensive analysis of the problem of interaction between family and school in the spiritual and moral education of schoolchildren. It can be useful for teachers, psychologists and parents who want to improve the quality of education of their children.

АННОТАЦИЯ

Важность взаимодействия семьи и школы в духовно-нравственном воспитании школьников является актуальной проблемой современного общества. В данной статье мы подробно рассмотрели эту проблему, уделяя особое внимание теоретическим аспектам и практическому применению.

Статья посвящена анализу теоретических положений, связанных с взаимодействием семьи и школы в процессе воспитания детей. Мы изучили различные подходы к этому вопросу, включая психологические, педагогические и социологические аспекты. Также мы провели опытно-экспериментальную работу, которая позволила нам оценить эффективность взаимодействия семьи и школы в духовно-нравственном воспитании школьников.

Таким образом, данная статья представляет собой комплексный анализ проблемы взаимодействия семьи и школы в духовно-нравственном воспитании школьников. Она может быть полезна для педагогов, психологов и родителей, которые хотят улучшить качество воспитания своих детей.

Keywords: Pedagogy, education, family, school, adolescence.

Ключевые слова: Педагогика, воспитание, семья, школа, подростковый возраст.

Introduction

Interaction between family and school in the spiritual and moral education of schoolchildren will always remain an urgent problem. Only under the condition of their interaction the task will be successfully solved.

A full-fledged process of upbringing and formation of a child's personality consists of several factors: a comfortable climate within the family, between the family and the educational organization, as well as in the organization itself, i.e. the relationship "teacher-pupil".

The family is the primary and most important institution of socialization of the new generation. It is here that the foundations are laid for the further upbringing of the student, his/her goals and views on life. The family is part of the universal collective. Obviously, it is the family that plays a decisive role in effective development.

At present, the task of educational institutions is to maintain and develop interest in the person in the family. Teachers help parents to see their children from the best side, find hidden talents, point out shortcomings and give recommendations for successful spiritual and moral education. Teachers teach parents to properly observe their child's development, to understand the patterns of changes that occur. Thanks to this interaction between family and school it becomes possible to organize an effective process of spiritual and moral education of the new generation.

Objectives of the research:

1. To theoretically substantiate the interaction between family and school in the educational process: to characterize the family as a social institution and school as an educational organization.

2. To study scientific and practical approaches to the organization of interaction between family and school.

3. To make practical recommendations to teachers on spiritual and moral education of schoolchildren.

Research methods: Theoretical methods (analysis, synthesis, comparison, generalization, interpretation), empirical (observation, conversation), method of quantitative and qualitative data processing.

Theoretical bases of school and family interaction in spiritual and moral education of schoolchildren.

Family-school interaction is the relationship between teachers and parents in the course of their joint activities. It leads to the development of both parties. It is important that the interaction between school and family is an important mechanism of children's development [5].

Family is the primary institution of socialization. A child from the first seconds of life is surrounded by society, and the main task of parents is to make him/her a person capable of living comfortably in society. It is parents who lay the foundations of spiritual and moral education, character traits, and feelings for others, instill habits and values.

Within the framework of the present time, family education can be divided into four varieties, which trace the features of historical styles: authoritarian, free-liberal, hyper-parenting and actively interested [3].

Authoritarian style is the cruelest type of educational relations. In the process of upbringing power, coercion are used, the child's opinion is not taken into account, suppressed. In this style there is aggression, injustice. These qualities are transmitted to the child. A child who is brought up by such methods does not feel the love of parents for him, because of which he will not feel love for others. He becomes rude, insensitive, with an increased level of aggression and low self-esteem. Such people, as a rule, make rash decisions, do not listen to the opinion of others and do not try to understand other people's opinions and interests.

The free-liberal style gives children full freedom of action. Parents do not pay attention to the child, show indifference and disinterest, i.e. completely withdraw during the most important period of life, when the child needs support and understanding. Often such children grow up with a tendency to deviant behavior.

With hyperopeka education is reduced to a minimum of self-assertion and self-expression of children, they do not even have the right to take care of themselves. Parents in such a family often overestimate the child's capabilities, spoil him. As a result, children raised by such methods grow up selfish, inhibited in the development of independence and unable to make independent decisions. It is difficult for them to be in society and live an independent life. 

Active and interested style is the most favorable in the process of spiritual and moral education of the child. Parents treat cordially, try to understand the child, help in solving his problems, give advice, freedom of creativity and self-realization. This pedagogical approach can be called the most competent.

But often, parents do not have enough knowledge in the field of pedagogy and psychology, so they do not know how to properly educate children, so educational institutions are obliged to provide scientific and methodological assistance, to promote the culture of family upbringing. In this regard, P.P. Blonsky wrote: "It is impossible to educate children without educating their parents" [2].

An important problem in the modern world is that not all parents know the methodology of spiritual and moral education of their children. Among the reasons for the emergence of this problem A.P. Sitnik emphasizes the following:

 1) single-childhood and small children (especially in urban conditions) leads to the fact that people do not receive practical skills in the care and upbringing of their brothers and sisters, have no experience of family relations;

2) living apart from the older generation deprives young families of the opportunity to benefit from the wisdom of their elders when it comes to raising children;

3) the traditions of folk pedagogy have been thoroughly lost;

4) if earlier in the conditions of the village, where all people knew each other, parents were ashamed to have uneducated children, and children were ashamed to behave unworthily, in the conditions of the city the autonomy of communication between children and adults has increased;

5) emerging social and economic difficulties, material insecurity of families reduce the level of intra-family emotional mood, increases conflict in the family, and worsens family relations and education" [1].

Currently, "school is a complex social and pedagogical technology of preparing children for social functioning, it solves the problems of development, upbringing, education and socialization of students from 6 to 18 years old", as stated in the article by E.V. Litovchenko "Social-pedagogical technologies in school education and their role in the social formation of adolescents" [4].

Teachers when communicating with parents should combine several roles at once: educator, counselor, adviser, consultant, defender. Thus, the teacher will be able to point out to parents the child's creative potential, hidden talents, point out shortcomings and give advice that will help to avoid mistakes in spiritual and moral education.

Thus, the family is an institution of socialization, which lays the foundations of spiritual and moral education. In the interaction of family and school, the educational institution is a guiding link, which also to some extent affects the upbringing of children, for example, in ethics lessons or class hours. Without the relationship between family and school, a successful process of spiritual and moral education will be impossible, and this, in turn, may have a negative impact on the student.

Results of the research

The study was conducted on the basis of the Municipal General Education Institution "Tomarovskaya Secondary General Education School No. 2 named after the hero of the Soviet Union Shvets V.V. Shvets. Yakovlevsky urban district", at the lessons of mathematics in the 5 "A" class of 18 people; Federal State Autonomous Educational Institution of Higher Education "Belgorod State National Research University" (NRU "BelSU")", at the 2nd year students of 13 people.

Purpose of the research: To study the interaction of family and school in the spiritual and moral education of schoolchildren.

Objectives of the study:

1. To study the interaction of family and school in the spiritual and moral education of a schoolchild.

2. To make practical recommendations to teachers on the organization of distance learning in adolescence.

Students were offered to pass the questionnaire "Child-parent relations", the purpose of which was to identify the subjective attitude to the child in the family, and students passed the test "Interaction between family and school" on behalf of teachers, since the problem is close to them. Testing "Interaction between family and school" is aimed at identifying in respondents pedagogical conditions aimed at increasing the effectiveness of interaction between family and school on issues of spiritual and moral education of schoolchildren.

1. In the course of the study we conducted testing "Child-parent relations".

80% of schoolchildren chose the option: "Parents say that they love me", and 20% say the opposite, which indicates problems in child-rearing and the necessity for schools to help these families. 64% of respondents answered that "parents spend almost all free time with me", 28% claim "parents spend a couple of hours a day with me", and 8% say "parents spend almost no free time with me".  The majority of schoolchildren (78%) state that parents are interested in their life, ask about friends, help with studies and provide support, 20% chose the option "Parents rarely pay attention to my successes and problems, but are only interested in studies", and only one respondent reported that parents do not pay attention to him/her at all. As for the question of fairness of punishment, everyone also had different views: 57% of respondents say that parents punish justly for a very bad deed, 28% do not punish at all, only talk about not doing so, and 15% say that parents punish undeservedly, often "overdoing it".

2. In the course of the research the testing "Interaction between family and school" was conducted.

It was revealed that 92% of students believe that the need for interaction between family and school in the spiritual and moral education of schoolchildren is necessary. 100% of respondents chose the option: "The teacher should creatively approach his work, relying on the peculiarities of students and peculiarities of their parents' perception". 37% of respondents answered that they already have their own methodology of conducting conversations and parent-teacher meetings, 58% have not yet used their ideas in practice, and 5% are still in search of such a methodology. Also, several factors were identified, which, according to students, can help in the process of harmonizing the positions of family and school in education.

Figure 1. Answers of respondents to the question

To make the process of spiritual and moral education of schoolchildren as effective as possible it is necessary to take into account the peculiarities of modern varieties of family upbringing:

1. Let parents understand that the child is unique, that he or she is one of a kind, is not like any neighbor's child and is not an exact copy of the parents themselves; it is not necessary to demand from the child to implement a set life program and achieve the goals set by the parents; on the contrary, it is necessary to let the child be himself or herself, with his or her own shortcomings, weaknesses and advantages. It is necessary to accept a schoolchild as he/she is, relying on his/her strengths.
2. Explain to parents that they should not forget that the key to a child's heart lies through play. It is in the game that it is possible to pass on the skills and knowledge, concepts of life values that will help in the future. It will help to understand each other better.
3. If parents often hear about their child's shortcomings and misdemeanors, they can think about punishment. It should be explained that the punishment should correspond to the misbehavior; the child should clearly understand why he or she is being punished.
4. It is very important that parents realize that the style of adults' attitude to the child affects not only the child's behavior, but also the mental health of children. It is better in the process of spiritual and moral education to praise the schoolchild, to say that he will succeed, to show love and care, so the schoolchild will be able to appreciate the positive attitude to himself on the part of parents, he just needs it.

Conclusion

Thus, the questionnaires showed that the problem of parents' ignorance of how to bring up their children correctly is actual. About 15% of respondents do not believe that parents can competently educate them, instill habits, values, and help them to choose the right path. Also, 89% of children indicated that after parent-teacher meetings parents become more interested in their children's health and studies, and try to talk to them more. This once again confirms that the interaction between family and school positively influences the process of spiritual and moral education of schoolchildren. The majority of students (85%) are actively engaged in studying this problem, trying to find new ways to solve it and help parents in the successful development of schoolchildren.

References:

1. Upbringing of children at school. New approaches and new technologies: Textbook; Edited by Shchurkova, N. E. - Moscow: 2018. pp. 124-129 pp.  [in Russian].
2. Mardakhaev, L. V. Family education: problems and peculiarities [Electronic resource] // Cyberleninka.ru - Mode of access: https://cyberleninka.ru/article/n/semeynoe-vospitanie-problemy-i-osobennosti (date of address 14.04.2024).  [in Russian].
3. Pedagogy. Interaction between school and family in the education of schoolchildren / Podlasyi, I. P. - M.: Yurait, 2021. - 478-485 pp.  [in Russian].
4. Pedagogy. Textbook for students of higher pedagogical educational institutions / Slastenin, V. A. Isaev, I. F. Shiyanov, E. N.; Edited by Slastenin, V. A. - M.: Publishing Center "Academy", 2022. - 327-332 pp.  [in Russian].
5. Family pedagogy and home education of children: a textbook. / Kapterev, P. F. - M.: Sphere, 2009. - 23-30 pp.  [in Russian].