Типы Родительского Участия В Учебном Процессе Детей

Goshin, Mikhail E.; Мерцалова, Татьяна; Gruzdev, Ivan

doi:10.14515/monitoring.2019.2.13

Cited by 7 publications

(2 citation statements)

References 17 publications

(22 reference statements)

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“…В этом случае возможны два варианта развития школьника: либо общее снижение мотивации к проектной работе как форме агентности, либо ее мобилизация вопреки отсутствию поддержки родителей. Эти данные, подтверждая результаты ранее проведенных исследований Гошин, Мерцалова, Груздев, 2019], выдвигают новые вопросы относительно факторов, способствующих развитию ребенка по сценарию преодоления влияния неблагоприятной социальной среды, отсутствия или недостатка родительской поддержки, которые будут более глубоко рассматриваться в дальнейших исследованиях.…”

Section: мотивы и цели агентностиunclassified

Factors and Conditions for the Manifestation of Proactive Behavior in Children Participating in the NTI-Club Movement

Goshin,

Sorokin

2024

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The article is devoted to the study of the types, features, conditions and factors of proactive behavior (agency) of children engaged in various practices of the NTI-Club Movement of Russia. The empirical basis for qualitative sociological analysis was the materials (transcripts) of 53 interviews conducted with schoolchildren participating in the NTI-Club Movement from 2019 to 2022. It is shown that the majority of respondents manifest different levels and forms of agency, including "autonomous", when the subject becomes the initiator of proactive action and "cooperative", manifested in the form of searching and joining a team of like-minded people, or creating organized teams and groups. The main factors contributing to the formation of proactive behavior are the favorable educational environment, the support of the immediate environment, primarily family and parents, as well as classmates, friends and teammates. An important role is that of a mentor, a professional in his field, which consists in introducing the child to certain resources where he/her can independently search for information, inspire and motivate the child. It was important to reveal the detached parental position, which leads to two possible variants of the child's development: either unwillingness to do anything, or development and implementation despite the lack of parental support. The main external barriers hindering the implementation of agency are the school, which puts forward formal educational requirements, as well as the strictly controlling, limiting position of parents. Internal barriers are lack of motivation, uncertainty and fear of the future, as well as the need to overcome one's own inertia. The important fixation of the interview was the idea about two basic motives for the development of proactive behavior (agency). One is a focus on personal well-being, and the other is a public good, which as a rule do not contradict each other, can complement each other, be implemented jointly.

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Section: мотивы и цели агентностиunclassified

Factors and Conditions for the Manifestation of Proactive Behavior in Children Participating in the NTI-Club Movement

Goshin,

Sorokin

2024

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“…При этом мотивация семей, их цели и стратегии различаются, отражая отличия в ценностях, культурном капитале и материальных возможностях. Родители среднего класса преимущественно используют возможности дополнительного образования для обогащения опыта, разностороннего развития, развития спектра навыков и культивирования талантов [46][47][48] В частности, в России государство фактически декларирует представление о единстве основного и дополнительного образования, ставит задачу их осмысленной интеграции [53]. Рядом экспертов это интерпретируется как возвращение к модели Советского Союза, постулировавшего целостность образования в единстве учебы и воспитания, школьного и внешкольного образования [54].…”

Section: анализ технологий и форматов дополнительного образования их ...unclassified

Integration of the Educational Space of the School: Potential and Prospects for Development

Eliseeva¹,

Romm²

2023

Siberian Pedagogical Journal

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The article deals with the problem of updating the educational strategy of the school by integrating additional education into the educational space of the school. The aim of the article is to substantiate the socio-pedagogical conditions of supplementary education integration into the educational space of the school. The research methodology is based on the system and network approaches. Evidence base served as the results of experimental work on approbation of the program “School of Cosmonautics” to integrate additional education in the educational space of the school, obtained through the methods of analysis, design, comparison, questioning, interviews, implementation of a system of measures, integrated in its content, comprehensive in types, forms and technologies of educational activities. Results of the study. The educational space of the school is considered as a pedagogically organized process, which on the basis of integration includes interested subjects of the educational environment, as well as the result of proactive activities of its internal and external elements, between which there are relations aimed at ensuring the implementation of the subjective position of the schoolchild. Within the integrative model of the educational space of the school there have been worked out educational programs in which individual components of activities could be combined with each other depending on the interests and abilities of students, school traditions, which allowed forming the content of all modules of the educational work program. The educational process was carried out in different environments and situations with the implementation of the principle of joint activities through the creation of socio-pedagogical conditions. As a result, the positive dynamics of the development of educational space, integrating and combining the potential of additional and general education, proved the presence of qualitative changes in the value orientations of schoolchildren. Conclusion. Experimental work has confirmed the effectiveness of additional education as an equal subject of integration processes in the educational space of the school to ensure the creative interaction of all subjects of educational space. The results of approbation of the program of integration of additional education in the educational space of the school confirmed its significance and reproducibility as an experience of expanding the possibilities of external and internal integration.

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The Strategies of Parental Involvement in Adolescents’ Education and Extracurricular Activities

Goshin

Dubrov

Kosaretsky

et al. 2021

J Youth Adolescence

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Типы Родительского Участия В Учебном Процессе Детей

Cited by 7 publications

References 17 publications

Factors and Conditions for the Manifestation of Proactive Behavior in Children Participating in the NTI-Club Movement

Factors and Conditions for the Manifestation of Proactive Behavior in Children Participating in the NTI-Club Movement

Integration of the Educational Space of the School: Potential and Prospects for Development

The Strategies of Parental Involvement in Adolescents’ Education and Extracurricular Activities

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