System of Psychological and Didactic Tasks Players in the Educational Process Face in the Paradigm “Teachers – Schoolchildren – Parents” Amid the Covid-19 Pandemic

Abstract

The paper is aimed at substantiating the system of psychological and didactic tasks all the players in the educational process of general secondary schools (teachers, schoolchildren, parents) face in the paradigm “teachers – schoolchildren – parents” amid the Covid-19 pandemic. The current research is carried out within the framework of the project “Organization of Educational Process in the Content of Unpredicted Changes (the Covid-19 Pandemic): Comparative Analysis (Ukraine – EU countries)” (Registration No 0121U108690). The solutions of the determined within the research psychological and didactic tasks are targeted at inventing psychodidactic support for parents (possibly grandparents and other relatives) to be successfully used to prevent misunderstandings and even possible conflicts provoked by close communication and coexistence of people who belong to different generations (silent generation, baby boomers, generation X, millennials (generation Y) and generation Z) within the lockdown and the postpandemic period.

Schoolteachers-Parents Interactions Amid Distance and Blended Learning: Two-Year Experience of Overcoming Negative Influences of Covid-19 Pandemic

“…Сonducting web-based surveys among Ukrainian general secondary schoolteachers and parents within the project "Organisation of Educational Process in the Content of Unpredicted Changes (the Covid-19 Pandemic): Comparative Analysis (Ukraine -EU countries)", we found out that among major problems schoolteachers faced during the first weeks of school closures because of the outbreak of coronavirus in Ukraine were the following ones: the lack of face-to-face interaction with parents; scarce opportunities for providing consistent feedback to parents and as a result misunderstanding and even conflict situations; parental dissatisfaction with the number of assignments allotted to their child/children and unwillingness of marginalised parents to take responsibilities for education of their child/children etc. (Topuzov, Malykhin, & Aristova, 2021). The results obtained got us thinking about the changes that had been taking place in the system of general secondary education and the acute need for showing shifts within the paradigm of schoolteachers-parents interactions amid distance and blended learning caused by the Covid-19 pandemic.…”

Anxiety Among School-Age Children in War-Affected Areas in Ukraine and Ways to Reduce It: Parents’ Views

“…and in this regard parents' views can be crucial. Moreover, based on the idea that family relationships are very important in supporting physical and mental health of children who are in war (Betancourt & Khan, 2008) as well as in other difficult life situations including the Covid-19 pandemic (Malykhin, Aristova, & Kalinina, 2022;Topuzov, Malykhin, & Aristova, 2021), the authors of this paper took a decision to conduct research aimed at finding out parents' point of views on whether their school-age children experience anxiety caused by stress in war-affected areas in Ukraine, on the one hand, and the ways to reduce it, on the other hand.…”

Traditional and innovative models of managing teachers' professional development in management theory

“…O. Topuzov, O. Malykhin, N. Aristova, using modern concepts of integration of formal, non-formal and informal education of students and teachers; application of information technologies in education; distance learning, etc. propose ways to update the personal development of teachers, ensure and maintain psychological and didactic comfort of communication in the paradigm "teachers -students -parents" associated with the transition to distance learning [3].…”