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Analysis of the Experience of the Foreign States in Organising Interaction Between Schools and Primary School Students' Parents
Ivanova Natalia

PhD in Psychology

Associate Professor of the Department of Psychology and Teaching in Pre-School and Primary School Education at Kozma Minin Nizhny Novgorod State Pedagogical University (Minin University)

603024, Russia, g. Nizhnii Novgorod, ul. Ul.genkinoi, 61

ivanova30nv@yandex.ru
Minaeva Elena

PhD in Psychology

Associate Professor of the Department of Psychology and Pedagogics in Pre-School and Primary School Education at Kozma Minin Nizhny Novgorod State Pedagogical University (Minin University)

603157, Russia, g. Nizhnii Novgorod, ul. Berezovskaya, 112

eminaeva69@mail.ru
Vorobieva Natalia

Vice-Principal for Educational Activities at Author's Academic School

603155, Russia, g. Nizhnii Novgorod, ul. Trudovaya, 25

n.vorobyova@bk.ru

Abstract.

The aim of the research is to analyze the experience of foreign schools in organising interaction between schools and primary school students' parents. Based on that aim, the authors of the article set and solve the following tasks: to analyze conceptual approaches to the interaction between school and parents of the educational process described in foreign literature; to summarize modern practices of the educational interaction between EU, USA, Canadian, Australian and New Zealand schools. The authors have defined the main elements of the strategy used by the foreign schools to involve parents of primary school students into the educational process. In the course of their research the authors have used the categorial, subjective-objective, systems approaches, comparative analysis, synthesis, observation and logical generalization. As a result of the research, the authors have summarized the experience of the foreign states in organising the interaction between schools and parents and have defined the main areas, forms and methods of involvement of parents into the educational process, in particular, efficient communication of schools and families, voluntary projects and activities; home schooling; collective decision making process; and cooperation with school and local communities. The authors have also analyzed approaches of the foreign schools to improving efficiency of the educational cooperation between primary school and parents which has allowed to summarize and systematize the key activities that influence the productivity of teaching and education. The results of the research contribute to the development of the methods used to organize interaction between school and parents. The conclusions and results of the research may be used to improve the modern practices of Russian schools and to increase efficiency of the educational strategies being developed as part of individual educational routes. The conclusions made by the authors may be taken into account when developing activities aimed at enabling interaction between schools and families as well as evaluating efficiency of these activities' efficiency. 

Keywords: involvement, parents, primary school, educational partnership, individual educational route, educational process, the best practices, forms, methods, foreign schools

DOI:

10.7256/2454-0676.2018.4.28007

Article was received:

13-11-2018


Review date:

14-11-2018


Publish date:

15-11-2018


This article written in Russian. You can find full text of article in Russian here .

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