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diagnostics of readiness of teachers and parents to interaction in spiritually-moral education of pupils

Within the limits of the developed structurally functional model the skilled-experimental work directed on introduction and approbation of pedagogical ways of interaction of school and a family in spiritually-moral education of younger schoolboys in the polycultural educational environment has been spent.

For carrying out of pedagogical experiment two schools of the North Caucasian federal district have been defined: Municipal budgetary educational institution - an average comprehensive school №7 (MBOU SOSH №7) Mineral Waters and Municipal budgetary educational institution - lycée №15 (MBOU lycée №15) of Pyatigorsk. Teachers have taken part in each of the named educational institutions in skilled-experimental work (including the director, deputy directors, teachers of initial classes, social teachers), psychologists, parents and pupils of elementary grades.

Pedagogical experiment was spent from September, 2014 till June, 2018 and consisted of three stages: ascertaining, forming and control (total). As an experimental research hypothesis the assumption that pedagogical interaction of school and a family in spiritually-moral education of younger schoolboys in the polycultural educational environment will be effective if the criteria developed by us and the indicators characterising efficiency of such interaction, in experimental group are above, than in control has been formulated.

28 teachers, 190 parents and 120 pupils of I classes MBOU SOSH of №7 have taken part in experiment Mineral Waters
(Experimental group) and 26 teachers, 172 parents and 114 pupils of I classes MBOU lycée of №15 of Pyatigorsk (control group). In total at the given stage in pedagogical experiment 650 persons have taken part. The analysis of the pedagogical documentation carried out by us, conversations with a management of schools and chairmen of methodical associations, have shown supervision over pedagogical process, that in initial classes of both educational institutions the qualified skilled teachers work. All of them have the higher pedagogical education; three teachers of initial classes of school № Mineral Waters and two teachers of lycée № 15 of Pyatigorsk are 7 teachers of the higher qualifying category. The work experience at school makes at them from 20 till 32 years. Teachers of experimental classes and at school № 7 Mineral Waters, and in lycée № 15 Pyatigorsk carry out pedagogical activity at high professional level, creatively own innovative technologies of training and education, co-operate with other teachers, with the psychologist, with parents in the decision of didactic and educational problems. In 2010-2012 all of them have passed courses of improvement of qualification under the Federal state educational standard of the second generation on section «Bases of religious cultures and secular ethics». Proceeding from the analysis of personnel structure of teachers, it is possible to draw a conclusion, that as school № 7 Mineral Waters, and lycée № 15 of Pyatigorsk possess considerable pedagogical potential for the decision of problems of experimental work within the limits of our research.

For carrying out of correct research it was important to us to know about a social composition of parents of pupils of experimental classes. The age of the parents who have taken part in experimental work, has made 26-40 years.

It were parents of pupils of the initial classes trained at schools from September, 2014 till June, 2018. From the general structure of parents of 75 % have higher education, 21 % - an average special, 4 % of fathers and mothers - the general average
Formation. Making a social portrait of parents, we leant against classifications of types of a family of h.p. Alekseevoj, A.I.Zaharova and V.V. Stolina: a safe family, an unsuccessful family, a disputed family, asotsialnaja a family, it is moral an unsuccessful family, pedagogicheski an incompetent family [Alekseeva, 2009; Zaharov, 1972; Stolin, 1989].

In MBOU SOSH № 7 Mineral Waters the analysis of a social composition of families of the pupils, spent in 201 4 year, has shown, that children from safe families make 88,5 % from the general number of pupils of an experimental class, of unsuccessful families - 11,5 %. Children from full families are presented 79,5 %, from incomplete families - 20,5 %, children from large families - 13,3 % from total, from needy families - 3,6 % from total, children from risk group - 1 % from total. It is moral unsuccessful families and asotsialnye families are absent. The quantity pedagogicheski incompetent families makes about 35 %.

In lycée № 15 of Pyatigorsk the analysis of a social composition of families of the pupils, spent during the same period, has shown, that children from safe families make 89,5 % from the general number of pupils of an experimental class, of unsuccessful families - 10,5 %, and children from full families make 71,2 %, of incomplete families - 28,8 %, children from large families - 13,8 % from total, from needy families - 11,3 % from total, children from risk group - 1 % from total. It is moral unsuccessful families and asotsialnye families are absent. The quantity pedagogicheski incompetent families makes about 33 %.

Using a method of the comparative analysis, we have received following results concerning a social composition of parents-respondents of pupils of initial classes of experimental schools (table 2).

Table 2

Statistical data on a social composition of families of respondents from experimental schools (2014), %

The school name Social portrait of families
The full

Family

Incomplete family mnogode tnaja a family Maloobes pechennaja a family Family of group of risk Pedagogicheski an incompetent family
MBOU SOSH № 7

Mineral Waters

79,5 20,5 13,3 3,6 1 35
MBOU lycée № 15 of Pyatigorsk 71,2 28,8 13,8 11,3 1 33

From the resulted data the overwhelming majority of pupils of experimental classes and at school № Mineral Waters follows 7, that, and in lycée № 15 of Pyatigorsk are brought up, basically, in safe families that testifies to equivalent conditions of carrying out of experiment.

Considering that fact, that both schools participating in experiment, are located in polyethnic and polikonfessionalnom North Yokavkazsky region, for us it was important to have also the information on an ethnic accessory and konfessionalnoj orientations of parents of children trained in initial classes of these schools. According to the data presented by a management of these educational institutions, the national structure of parents in them is characterised as follows.

In MBOU SOSH № 7 Mineral Waters on national structure parents are presented: Russian (65 %), Ukrainians (11 %), Byelorussians (2 %), nogajtsami (5 %), Greeks (1,4 %), Armenians (10 %), Ossetins (3 %), Chechens (1,4 %), gipsies (1 %), Jews (0,2 %). From them 91 % of parents are guided by orthodox traditional values, on Muslim - 8 % of parents, Catholics are 0,2 % of parents-respondents, atheists - 0,8 % of parents.

National structure of parents of pupils of elementary grades,
Trained in MBOU SOSH № 15 of Pyatigorsk, it is presented by Russian (82,5 %), Armenians (5 %), Azerbaijanians (2,5 %), Chechens (2,5 %), avartsami (2,5 %), Georgians (2,5 %), Koreans (1,25 %), Afghans (1,25 %). From them 87,5 % of parents are guided by orthodox traditional values, on Muslim - 11,25 % of parents, 1,25 % of parents - of respondents belong to the nonconventional religious organisations.

Using a method of the comparative analysis, we have received following results concerning national structure and a religious accessory of parents-respondents of pupils of initial classes of experimental schools (table 3 and table 4).

Table 3

Statistical data on national structure of families of respondents from experimental schools (2014), %

The school name National structure of families
Russk ie Ukrain tsy Armja

Not

CHechen

tsy

Nogaj tsy Oseti ny Load ny Azerbaj dzhantsy Others
MBOU SOSH № 7

Mineral Waters

65 11 10 1,4 5 3 0 0 4,6
MBOU lycée № 15

Of Pyatigorsk

82,5 0 5 2,5 0 0 2,5 2,5 5

Table 4

Statistical data on a religious accessory of families of respondents from experimental schools (2014), %

The school name Structure of a religious accessory of families
The orthodox Moslems Catholics Atheists Representatives of the nonconventional religious organisations
MBOU SOSH № 7

Mineral Waters

91 8 0,2 0,8 0
MBOU lycée № 15

Of Pyatigorsk

89,5 9,25 0 0 1,25

From the resulted data the overwhelming majority of a parental contingent as at school № Mineral Waters follows 7, that, and lycée № 15 of Pyatigorsk are made by representatives of the Russian
Nationalities. Thus nine of ten parents are guided in the ability to live and behaviour by orthodox traditional values. At the same time, in education it is impossible to ignore requirements and interests of carriers of other ethnic groups. Therefore and a family in spiritually - moral education of younger schoolboys we have included a principle of dialogical dialogue of subjects of the interaction in the methodological block of the model of interaction of school developed by us, allowing to consider in problems, the maintenance, technologies of the given direction of educational activity of value and cultural achievements of the people of the Russian Federation and the world, a support on national values and traditions of the people which representatives are parents and trained in the schools chosen by us as experimental, and also education of children in the spirit of the international consent and cooperation for formation at them of bases of civil identity.

At a preparatory stage opytnoyoeksperimentalnoj works definition of criteria which allow to establish levels of interaction of teachers and parents in spiritually-moral education of younger schoolboys had the special importance. Under criteria we, after experts in pedagogical terminology, understand the generalised signs which form the basis for an estimation of efficiency of the certain subject, object, the phenomenon or an activity kind [Zagvjazinsky, 2008. With. 42; Mizherikov, 2010. With. 134]. Studying pedagogical phenomena, modern Russian researchers G.Z.Bazarova, G.V.Lisovenko, E.J.Maksimenko, etc. allocate as criteria otsenivanija efficiency of the spent work: gnostichesky, (kognitivnyj), emotionally-valuable (motivatsionno-valuable), konativnyj (communicatively-dejatelnostnyj, behavioural),

Reflective (is reflective-estimated) [Bazarova, 2016; Lisovenko, 2004; Maksimenko, 2012].

The comparative analysis of the scientific pedagogical literature on

To research problem has allowed to define indicators of readiness of teachers and parents to interaction in spiritually-moral education of younger schoolboys in frameworks kognitivnogo, motivatsionnoyotsennostnogo, communicatively-dejatelnostnogo criteria. Kriterialnymi as characteristics of an investigated phenomenon corresponding indicators which are presented in table 5 have acted.

Table 5

Criteria of efficiency of interaction of teachers and parents in spiritually-moral education of younger schoolboys in the polycultural educational environment

Criteria of efficiency Indicators
Kognitivnyj - Level pedagogicheski the adapted knowledge of problems and the basic directions of the maintenance of interaction taking into account the polycultural factor;

- Level of representations about the base national

Values of the Russian Federation, about ways of interaction in duhovnoyonravstvennom education of children in conditions

The polycultural Russian state, about functions of the polycultural educational environment in education;

- Level pedagogicheski the adapted representations and knowledge of technologies and conditions of interaction with the account sotsiokulturnoj situations of development of children

Motivatsionno-valuable - Level of comprehension of the importance of the coordination

Cultural requirements of a family and base national values of the Russian Federation in spiritually-moral education of children in a polycultural Russian society;

- Motivation level on achievement of high results in education at children of ability to successful ability to live in the multicultural world;

- Level of interest of teachers and parents in

The coordination of ways spiritually-moral

Education of children in pedagogical process and in a family in a context of requirements FGOS NOO to personal results trained in the conditions of cultural variety of the Russian society

KommunikativnoYOdejatelnostnyj - Level of abilities of teachers and parents to project

And to carry out joint activity in

To the polycultural educational environment;

- Level of possession in the ways of realisation of problems and

The basic directions of the maintenance the spiritual

Moral education of children on the basis of the coordination of family and base national values of the Russian Federation;

- Readiness level to use in the decision of problems of spiritually-moral education of children the interactive


The technologies, allowing to realise cultural variety of the Russian society as a source of the future successful personal and professional life of children;

- Ability to a reflexion of results of joint actions in this aspect of education in the polycultural educational environment

Competently to define strategy further opytnoyoeksperimentalnoj works, indicators and criteria of effective interaction of teachers and parents in spiritually-moral education of younger schoolboys are specified by us on the basis of positions of the Federal state educational standard (FGOS IN 3 +) in a direction 44.03.02 - "Psihologo-pedagogical education",

Qualification - the applied bachelor for a profile «the Teacher of initial classes» and requirements to results of development by younger schoolboys of the Basic educational program on spiritually-moral education.

Indicators of effective interaction of teachers with parents in spiritually-moral education of younger schoolboys in the polycultural educational environment are presented in table 6.

Table 6

Indicators of effective interaction of teachers with parents in spiritually-moral education of younger schoolboys in the polycultural educational environment

_______ Criteria

Kognitivnyj

Indicators

1) knowledge sotsiokulturnyh features and interests of families trained; 2) representation about problems and the basic directions of the maintenance duhovnoyonravstvennogo education within the limits of requirements FGOS of the initial general education and substantive provisions of Approximate basic educational program of the initial general education in the conditions of a polycultural Russian society; 3) representation about modern strategy of interaction with parents in educational activity on the basis of the coordination of family and base national values of the Russian Federation; 4) knowledge of ways of formation at parents

Pedagogical competence on the basis of base national values of the Russian Federation; 5) knowledge of forms and methods of spiritually-moral education in a family with a support on family traditions and base national values of the Russian Federation; 6) knowledge of methods of the analysis and a reflexion of efficiency of interaction with parents in the polycultural educational environment
Motivatsionno-valuable 1) interest in interaction with parents within the limits of humane pedagogics for achievement of positive dynamics in spiritually-moral education of children in the polycultural educational environment; 2) comprehension of the important role of educational activity in spiritual growth and moral perfection of the person on the basis of the coordination of family and base national values of the Russian Federation; 3) readiness to support parents in formation at the child of moral motives and habits in the conditions of a polycultural Russian society; 4) aspiration to co-ordinate a problem and strategy of spiritually-moral education in educational process and in a family on the basis of family and base national values of the Russian Federation; 5) installation on formation at parents of interest to psihologoyopedagogicheskomu to education, to self-education, to active participation in educational process of a class and school on the basis of the coordination of family and base national values of the Russian Federation; 6) comprehension of the importance of the analysis and a reflexion of joint actions with parents in sphere of spiritually-moral education in

To the polycultural educational environment

KommunikativnoYOdejatelnostnyj 1) sformirovannost abilities to develop and

To carry out strategy of interaction with a family in spiritually-moral education on the basis of positions of humane pedagogics taking into account the polycultural factor;

2) sformirovannost abilities to consider sotsiokulturnye

And family specific features in duhovnoyonravstvennom education of the trained; 3) possession of ways of realisation of problems and the basic directions of the maintenance of spiritually-moral education of children in interaction with parents on the basis of the coordination of family and base national values of the Russian Federation; 4) ability to realise in a course psihologoyopedagogicheskogo educations, self-education and

Consultations of parents interactive technologies of spiritually-moral education for formation at them pedagogical kompetentsy; 5) sformirovannost abilities to involve parents in out-of-class activity on spiritually-moral education of the younger

Schoolboys on the basis of the coordination of cultural requirements of parents and base national values of the Russian Federation; 6) sformirovannost abilities to carry out the analysis and a reflexion of results of joint actions with parents


In sphere of spiritually-moral education in

To the polycultural educational environment

According to the given indicators we have defined three levels of readiness of teachers of initial classes to interaction with parents in the polycultural educational environment: high, average, low which are presented in the Appendix № 1.

The great value for experiment carrying out has definition of indicators of effective interaction of parents with teachers in spiritually-moral education of younger schoolboys in the polycultural educational environment. Indicators of readiness of parents to interaction with teachers in spiritually-moral education of younger schoolboys were defined on the basis of a technique of monitoring of interaction of educational institution with families of pupils within the limits of realisation of the educational program of A.A.Loginovoj, A.J.Daniljuka adapted for structure of our research [of Loginov, 2012. With. 59-66; Loginov, 2013. With. 71-77]. Properties of subjects of pedagogical interaction which are expressed, in our opinion, in aggregate professionally significant and personal qualities, important for effective cooperation were thus taken into consideration. For teachers it is qualities which raise level of their professional competence of work with a family; For parents - the qualities promoting formation of readiness for interaction with teachers, and also to development of pedagogical competence of sphere of spiritually-moral education of children in the polycultural educational environment. Indicators of effective interaction of parents with teachers in spiritually-moral education of younger schoolboys in the polycultural educational environment are presented in table 7.

Table 7

Indicators of effective interaction of parents with teachers in spiritually-moral education of younger schoolboys in the polycultural educational environment

Criteria Indicators
Kognitivnyj 1) representation about problems and leading directions

Spiritually-moral education of children at school and in a family within the limits of requirements FGOS of the initial general education and substantive provisions of educational work of educational institution in the conditions of a polycultural Russian society;

2) knowledge of the maintenance and ways duhovnoyonravstvennogo education of children on the basis of the coordination of family and base national values of the Russian Federation;

3) knowledge of forms and methods spiritually-moral

Education of children in a family with a support on family traditions and base national values of the Russian Federation; 4) representation about modern strategy of interaction with teachers in spiritually-moral education of children in a context sotsiokulturnoj situations of children; 5) knowledge of ways of formation pedagogical kompetentsy within the limits of psihologo-pedagogical education,

Consultations, self-education on a basis

Coordination of family and base national values of the Russian Federation; 6) knowledge of methods of the analysis and a reflexion of efficiency of interaction with teachers in educational activity in the polycultural educational environment

Motivatsionno-valuable 1) interest in interaction with teachers and psychologists on the basis of principles of humane pedagogics for achievement of positive dynamics in duhovnoyonravstvennom education of children; 2) comprehension of the important role and functions of educational activity in spiritual growth and moral perfection of the person of the child on the basis of the coordination of family and base national values of the Russian Federation; 3) aspiration

To co-ordinate problems of spiritually-moral education in a family and at school on the basis of family cultural requirements and base national values of the Russian Federation;

4) readiness to support teachers in formation at

The child of moral motives and habits in the conditions of a polycultural Russian society;

5) interest in psihologo-pedagogical education and self-education, in active participation in educational process of a class and school on the basis of base national values, taking into account cultural requirements of a family; 6) sformirovannost installations on the analysis and a reflexion of joint actions with teachers in sphere of spiritually-moral education taking into account the polycultural factor


KommunikativnoYOdejatelnostnyj 1) sformirovannost abilities to carry out

Interaction with school in spiritually-moral education of children on the basis of principles of humane pedagogics taking into account the polycultural factor;

2) ability to use the pedagogical

The competence, generated in frameworks psihologoyopedagogicheskogo educations, consultation and self-education, in the decision of problems the spiritual

Moral education in a family on the basis of the coordination of family and base national values of the Russian Federation;

3) possession of abilities to organise and carry out out-of-class actions in sphere of spiritually-moral education in the polycultural educational environment;

4) ability to use in the educational

Activity in a family interactive technologies with a support on family traditions and base national values of the Russian Federation; 5) sformirovannost abilities to render to children

The help in spiritual growth and moral

Perfection taking into account the polycultural factor; 6) ability to the analysis and a reflexion of results of joint actions with teachers in sphere duhovnoyonravstvennogo education in the polycultural

To the educational environment

On the basis of the formulated indicators we define three levels of readiness of parents to interaction with teachers: high, average, low which are presented in the Appendix № 2.

Definition of levels of readiness of teachers and parents to interaction in spiritually-moral education of children has created favorable preconditions for working out of procedure of ascertaining, forming and control experiments and the comparative analysis of efficiency of the given direction of educational activity in elementary grades.

Within the limits of the allocated criteria of effective interaction of school and a family in spiritually-moral education of younger schoolboys in the polycultural educational environment during ascertaining experiment we had been carried out research of levels of interaction of subjects of the given direction of educational activity on the basis of a technique developed by A.A.Loginovoj and A.J.Daniljukom for interaction of educational institution with
Families of pupils of 1-4 classes [See for example: Loginov, 2012. With. 59-66]. During monitoring following methods of research were used:

- Questioning of teachers and parents of experimental schools;

- Interviewing of representatives of administration;

- Conversations with teachers, parents and schoolboys;

- Supervision over an investigated phenomenon;

- Studying of standard documents of educational institutions in which pedagogical experiment is made;

- Method of a self-estimation of teachers and parents on interaction of school and a family in spiritually-moral education of younger schoolboys;

- Method of an estimation of level of moral good breeding of younger schoolboys teachers, parents and children.

In December, 2014 we together with administrations of experimental schools had been spent questioning of teachers and parents of pupils of elementary grades. The analysis of results of questioning was carried out on the basis of characterised before criteria of efficiency of interaction of school and a family in spiritually-moral education of younger schoolboys within the limits of monitoring of interaction of educational institution with families of the pupils, the developed A.A.Loginovoj, A.J.Daniljukom for an elementary school [Loginov, 2012. With. 59-66; Loginov, 2013. With. 71-77].

During questioning to us important efficiency of interaction of school and the educational environment to reveal ways of positive educational potential of educational institution with families

Was to define levels

Families in the polycultural

Actualisations of the available

Joint activity

In spiritually-moral

Education of pupils on the basis of the coordination of parents and base national values.

Cultural requirements

Besides, in a course

Questioning we planned to learn the relation of teachers to interaction with parents in sphere of spiritually-moral education and
To the base national values of the Russian Federation making a basis of this direction of educational activity. 28 teachers of initial classes of experimental group have taken part in questioning and 26 teachers of initial classes of control group. Results of interrogation of teachers are presented in the Appendix № 3.

Having analysed answers of teachers to questionnaire questions, we have come to conclusion that teachers of experimental educational institutions aspire to interaction with parents concerning spiritually-moral education of pupils, but this work is spent incidentally, depending on instructions of a management of school and arising daily problems. Insufficient work is spent on increase of educational potential of the polycultural educational environment and attraction of parents to realisation of a principle of dialogue of cultures in the polycultural educational environment. In experimental educational institutions it is not given due attention to working out of strategy of interaction of teachers and parents in this important direction of educational activity taking into account polyethnic and polikonfessionalnogo character of the Russian society. The majority of teachers, both in control, and in experimental groups, are not to the full ready to interaction with parents on kognitivnom, motivatsionno-valuable and communicatively-dejatelnostnom levels in the polycultural educational environment. There is a different interpretation in pedagogical requirements between parents and teachers concerning spiritually-moral education of the pupils, many parents have no representation about features of educational work in the polycultural educational environment, do not aspire to consider in education base national values of the Russian Federation. The help to parents in formation pedagogical kompetentsy in spiritually-moral education of children taking into account the polycultural factor appears teachers irregularly. Interpersonal dialogue of teachers with parents is not always characterised
Goodwill and interest. Teachers involve positive educational potential available for parents for the decision of problems of spiritually-moral education in the polycultural educational environment insufficiently.

Considering, that the overwhelming majority of families at experimental schools are Russian and are guided by orthodox values, it is important, that the basis of the maintenance of interaction of teachers and parents was made by values of Russian culture and Orthodox church. At the same time, polyethnic and polikonfessionalnyj character of the Russian state, necessity of strengthening of the Russian nation, predstavlennost at school of carriers of other cultures cause requirement for the organisation of interaction of a family and school on the basis of dialogical dialogue with the account of base national values of the people of the Russian Federation. Not all parents realise the importance of the polycultural factor in development and self-determination of children, not always know about how them to bring up in the spirit of respect for carriers of other cultures.

Further the task in view to find out the relation of parents of pupils of initial classes to interaction with school in duhovnoyonravstvennom education of pupils in the polycultural educational environment was us. 172 parents of pupils of initial classes of control group took part in questioning and 190 parents of pupils of initial classes of experimental group. The analysis of questioning of parents of pupils of initial classes of the schools participating in experiment, has shown results which are presented in the Appendix № 4.

On the basis of answers of parents of control and experimental groups to questions of the questionnaire we have come to conclusion that the majority of parents show interest to interaction with school in spiritually - moral education of the child and recognise the importance of such education for children. However 60 % from total of the interrogated
Consider, that this work is spent insufficiently. So, only every third parent knows about problems and the maintenance of this direction of educational activity, but is not able to organise work under the decision of problems of spiritually-moral education in a family taking into account the polycultural factor. The subjects of spiritually-moral education in the polycultural educational environment are insufficiently full reflected in the maintenance of psihologo-pedagogical education in its various forms. Self-education of parents on the given problem at both schools does not practise. The exchange of experience of parents on spiritually-moral education in a family on the basis of family traditions is organised poorly. The educational potential of parents is seldom involved for the decision of problems of spiritually-moral education in the polycultural educational environment: About 30 % of parents have no possibility to take part in educational process and practical activities of school on the basis of the coordination of cultural requirements of parents and base national values of the Russian Federation. By teachers are not always considered sotsiokulturnye features of families and them konfessionalnye orientations in duhovnoyonravstvennom education of children. From 38 % to 45 % of parents of control and experimental groups consider, that teachers concern them insufficiently benevolently, are interested in cultural requirements of a family insufficiently. 40 % of parents of experimental schools consider, that teachers do not consider family traditions and sotsiokulturnye feature of a family at interaction with them. Every third parent considers, that the base national values which have developed within the limits of traditions of the multinational people of Russia, and universal values should be put in a basis of spiritually-moral education of pupils of school not.

Within the limits of ascertaining experiment interviewing of directors and assistants to directors on uchebno - educational work has been spent. During interviewing we have established, that the director of schools and assistants pay the big attention to an explanation and
Realisations of the positions opening problems and the basic directions of spiritually-moral education which are formulated in documents on formation. These positions are reflected in standard documents of school, including in Educational program, in the Annual plan uchebnoyovospitatelnoj works, in the Educational program of educational institution, brought by teachers to the notice of parents of younger schoolboys. At the same time, our acquaintance to the named documents, and also conversations with teachers and parents of control and experimental groups have given the basis to consider, that in school documents problems are insufficiently accurately defined, the maintenance, forms and the methods reflecting pedagogical features of interaction of school and a family in duhovnoyonravstvennom education on the basis of the coordination of cultural requirements of parents and base national values that does not allow to spend work in this important direction of educational activity is system and purposefully.

For our research at an ascertaining stage of experimental work the method of a self-estimation teachers and parents sformirovannosti at them pedagogical kompetentsy had great value, that is the major condition of interaction of school and a family in duhovnoyonravstvennom education of younger schoolboys in the polycultural educational environment.

The self-estimation sformirovannosti at them pedagogical kompetentsy was carried out by teachers and parents on the basis of the indicators developed by us in frameworks kognitivnogo, motivatsionno-valuable and communicatively-dejatelnostnogo criteria of effective interaction of teachers with parents in spiritually-moral education of younger schoolboys in the conditions of cultural variety of the Russian society. Such structure of a self-estimation gives the chance to carry out monitoring of interaction of school and a family in spiritually-moral education of younger schoolboys in the polycultural educational environment at level
Knowledge, relations, skills, experience of practical activities of teachers and parents to receive accurate representation about changes which have occurred in an investigated phenomenon, as a result of the comparative analysis initial and a total.

On the basis of the comparative analysis of positions of the Federal state educational standard (FGOS IN 3 +) in a direction 44.03.02 - "Psihologo-pedagogical education",

Qualification - the applied bachelor for a profile «the Teacher of initial classes» and requirements to results of development by younger schoolboys of the Basic educational program of an elementary school on spiritually - to moral education we concretised pedagogical the competence of the teacher of initial classes of sphere of interaction of school and a family of this direction of educational activity. kompetentsy with parents we have included interactions of teachers in a circle: 1) readiness and ability to consider in interaction with parents sotsiokulturnye features and interests of a family; 2) ability to carry out interaction with parents in spiritually-moral education of children within the limits of priority directions of joint activity on the basis of the coordination of cultural requirements of parents and base national values of the Russian Federation; 3) ability to use the interactive and praktiko-focused technologies in formation at parents pedagogical kompetentsy, allowing to consider cultural variety of a society and school as a source of spiritual development and moral perfection of the person; 4) readiness and ability to carry out monitoring and a reflexion at an estimation of efficiency of interaction with parents in the decision of problems of spiritually-moral education taking into account the polycultural factor. Results of a self-estimation sformirovannosti pedagogical kompetentsy in interaction with parents on the basis of the allocated indicators are presented by teachers of initial classes of experimental schools in the following table.

Table 8

Results of a self-estimation teachers of experimental schools sformirovannosti pedagogical kompetentsy in interaction with parents in spiritually-moral education of pupils in the polycultural educational environment (2014)

Indicators sformirovannosti pedagogical kompetentsy teachers of initial classes in duhovnoyonravstvennom education of younger schoolboys in the polycultural educational environment Scale

Yes/not always/is not present, (%)

KG EG
I. KNOWLEDGE
1. I know sotsiokulturnye features and interests of parents trained 52/28/20 45/35/20
2. I know about methodological bases, problems and the basic directions of the maintenance of spiritually-moral education in the polycultural educational environment within the limits of requirements FGOS of the initial general education and substantive provisions of Approximate basic educational program of the initial general education 37/33/30 45/35/20
3. I know forms and methods of spiritually-moral education in a family on the basis of the coordination of family and base national values of the Russian Federation 42/48/10 50/30/20
4. I know about modern strategy of interaction with parents in educational activity with the account sotsiokulturnoj situations of development of children in the conditions of a polycultural Russian society 28/42/30 40/30/30
5. I know ways of formation at parents pedagogical kompetentsy within the limits of psihologo-pedagogical

Educations, consultations on the basis of the coordination of cultural requirements of parents and base national values of the Russian Federation

52/26/22 50/37/23
6. I know methods of the analysis and a reflexion of efficiency of interaction with parents in the polycultural

To the educational environment

45/25/30 40/30/30
II. THE RELATION
1. I show readiness for interaction with parents on the basis of principles of humane pedagogics for achievement of positive dynamics in spiritually-moral education of children in the polycultural educational environment 37/23/40 55/25/20
2. I realise the important role of the coordination of family and base national values of the Russian Federation in spiritual growth and moral perfection of the person 50/50/0 60/40/0
3. I aspire to support parents in formation at the child of moral motives and habits on the basis of base national values of the Russian Federation 62/38/0 60/40/0
4. It is ready to co-ordinate problems and strategy duhovnoyonravstvennogo education in pedagogical process and in a family taking into account the polycultural factor 38/32/30 47/53/0
5. I aspire to form at parents interest to psihologoyopedagogicheskomu to education, to self-education, to 42/38/20 50/30/20

To active participation in educational process of a class and school on the basis of the coordination of cultural requirements of a family and base national values of the Russian Federation
6. I realise the importance of the analysis and a reflexion of joint actions with parents in sphere of spiritually-moral education of children in the polycultural educational environment 37/53/10 46/44/10
III. ABILITY, POSSESSION
1. I am able to develop and carry out strategy

Interactions with a family in spiritually-moral education taking into account cultural variety of the Russian society on the basis of principles of humane pedagogics and standard documents on formation

32/28/40 35/30/35
2. I am able to consider sotsiokulturnye and specific features of parents in spiritually-moral education of the trained 37/43/20 55/35/10
3. I own ways of realisation of problems and the basic directions of the maintenance of spiritually-moral education of children in the polycultural educational environment in interaction with parents on the basis of base national values of the Russian Federation 42/28/30 50/30/20
4. It is capable to realise during psihologo-pedagogical education, self-education and consultation

Parents interactive, praktiko-focused

Technologies of spiritually-moral education for

Formations at them pedagogical kompetentsy taking into account the polycultural factor

46/32/22 50/20/10
5. I am able to involve parents in practical activities on spiritually-moral education of younger schoolboys in the polycultural educational environment 42/32/26 45/32/23
6. I am able to carry out the analysis and a reflexion of results of joint actions with parents in sphere duhovnoyonravstvennogo education taking into account the polycultural factor 32/34/34 30/30/40

The comparative analysis of results of a self-estimation teachers of initial classes of experimental schools sformirovannosti at them pedagogical kompetentsy in interaction with parents in spiritually-moral education of pupils in the polycultural educational environment has allowed us to come to following conclusions. On kognitivnom level about half of teachers of control and experimental groups know sotsiokulturnye features and interests of families of the pupils and consider them in interaction with parents. At motivatsionno-valuable level of 50-55 % of teachers are interested in interaction with parents on the basis of principles of humane pedagogics and aspire to form at parents
Interest to psihologo-pedagogical education, to self-education, to participation in teaching and educational process of a class and school on the basis of the coordination of cultural requirements of a family and base national values of the Russian Federation. At communicatively-dejatelnostnom level more than 45-50 % of teachers are capable to use in interaction with parents interactive technologies of spiritually-moral education and are able to involve parents in out-of-class activity on duhovnoyonravstvennomu to education of younger schoolboys in the polycultural educational environment. However only about 35 % of teachers are capable to carry out monitoring and a reflexion of results of joint actions with parents in sphere of spiritually-moral education taking into account the polycultural factor.

Special interest for our research represented the analysis of results of cards of a self-estimation pedagogical kompetentsy parents of pupils of initial classes of experimental schools as from sformirovannosti at mothers and fathers of set of knowledge, relations, abilities and experience of practical activities in spiritually-moral education of pupils in the polycultural educational environment the successful decision of problems of interaction of school and a family substantially depends. Pedagogical the competence of parents of sphere of interaction of school and a family of this direction of educational activity are concretised by us by analogy with pedagogical kompetentsijami teachers of initial classes. Such kompetentsy we have included the following in a circle: 1) readiness and ability to use the knowledge received during psihologo-pedagogical education and self-education, in joint activity with teachers in sphere duhovnoyonravstvennogo education of children; 2) readiness and ability to solve a problem of spiritually-moral education in a family taking into account the requirements formulated in standard documents of school; 3) ability to organise and carry out out-of-class actions in sphere spiritually -
Moral education; 4) readiness and ability to carry out monitoring and a reflexion at an estimation of efficiency of interaction with teachers in the decision of problems of spiritually-moral education of children.

In table 9 indicators of a self-estimation by parents of pupils of initial classes of control and experimental groups sformirovannosti pedagogical kompetentsy in interaction with school in frameworks kognitivnogo, motivatsionno-valuable and communicatively-dejatelnostnogo levels are opened.

Table 9

Results of a self-estimation parents of pupils of initial classes of experimental schools sformirovannosti pedagogical kompetentsy in interaction with school in spiritually-moral education of pupils in the polycultural educational environment (2014)

Indicators pedagogical kompetentsy parents in spiritually-moral education of the younger schoolboy in the polycultural educational environment Scale

Yes/not always/is not present, (%)

KG EG
I. KNOWLEDGE
1. I know about problems and leading directions of spiritually-moral education of children in

To the polycultural educational environment within the limits of requirements FGOS of the initial general education and substantive provisions of educational work

Educational institution

32/20/48 35/15/50
2. I know about the maintenance and ways duhovnoyonravstvennogo education of children in a family on the basis of the coordination of family and base national values of the Russian Federation 37/20/43 35/25/40
3. I know forms and methods of spiritually-moral education in a family taking into account the polycultural factor 42/28/30 40/35/25
4. I know about modern strategy of interaction with teachers in spiritually-moral education of children in the conditions of the polycultural

The Russian society

28/12/60 30/20/50
5. I know ways of formation of the pedagogical

kompetentsy within the limits of psihologo-pedagogical education, consultation on the basis of the coordination of family and base national values of the Russian Federation

32/26/42 30/27/43
6. I know methods of the analysis and a reflexion of efficiency of interaction with teachers in the polycultural educational environment 11/11/78 10/10/80
II. THE RELATION
1. It is interested in interaction with teachers and 47/33/20 55/35/10

Psychologists on the basis of principles of humane pedagogics for achievement of positive dynamics in duhovnoyonravstvennom education of the child in

To the polycultural educational environment

2. I realise the important role of base national values of the Russian Federation in spiritual growth and moral perfection of the person of the child 47/33/20 48/32/20
3. I aspire to co-ordinate problems the spiritual

Moral education in a family with requirements of school taking into account the polycultural factor

26/41/33 35/40/25
4. I support teachers in formation at the child of moral motives and habits on the basis of base national values of the Russian Federation 48/22/30 47/23/30
5. I show interest to psihologo-pedagogical education and self-education, to active participation in educational process of a class and school in

To the polycultural educational environment

32/32/36 30/40/30
6. I realise the importance of methods of the analysis and a reflexion in joint actions with teachers in sphere duhovnoyonravstvennogo education in the polycultural

To the educational environment

32/30/38 30/30/40
III. ABILITY, POSSESSION
1. I am able to carry out interaction with teachers in spiritually-moral education of children taking into account the polycultural factor on the basis of principles of humane pedagogics 35/30/35 32/33/35
2. It is capable to use pedagogical the competence, received within the limits of psihologo-pedagogical

Educations, consultation and self-education, in the decision of problems of spiritually-moral education in a family in the conditions of a polycultural Russian society

32/33/35 30/30/40
3. I own abilities to organise and carry out out-of-class actions in sphere of spiritually-moral education in the polycultural educational environment 12/18/70 20/16/64
4. It is capable to use in educational activity in a family interactive educational technologies taking into account the polycultural factor 18/32/50 20/20/60
5. I am able to help the child in spiritual growth and moral perfection on the basis of the coordination of family and base national values of the Russian Federation 52/26/22 50/27/23
6. It is capable to the analysis and a reflexion of results of joint actions with teachers in sphere duhovnoyonravstvennogo education taking into account the polycultural factor 22/16/62 20/20/60

The comparative analysis of results of a self-estimation parents of pupils sformirovannosti pedagogical kompetentsy in interaction with school in spiritually-moral education of pupils in the polycultural
To the educational environment has allowed us to come to following conclusions. On kognitivnom level only from 35 % to 37 % of parents of initial classes of experimental schools know about problems and leading directions of spiritually-moral education of children in the polycultural educational environment within the limits of requirements FGOS of the initial general education and substantive provisions of educational work of educational institution. At motivatsionno-valuable level about half of parents are interested in interaction with teachers and psychologists on the basis of principles of humane pedagogics for achievement of positive dynamics in spiritually-moral education of children in the polycultural educational environment and are ready to support teachers in formation at the child of moral motives and habits taking into account the polycultural factor. 30-32 % of parents show interest to psihologo-pedagogical education, consultation and self-education, to active participation in educational process of a class and school in the polycultural educational environment. On kommunikativnoyodejatelnostnom level no more than 35 % of parents are capable to co-operate with school in spiritually-moral education of children on the basis of principles of humane pedagogics taking into account the polycultural factor and from 30 % to 32 % are able to use pedagogical the competence, received within the limits of psihologo-pedagogical education, consultation and self-education, in the decision of problems of spiritually-moral education in a family in the conditions of cultural variety of the Russian society, are capable to help children in spiritual growth and moral perfection. Less than 20 % of parents are capable to use in educational activity in a family the interactive technologies, allowing to realise cultural variety of the Russian society as a source and means of spiritual growth and moral perfection of the child.

Results of research at an ascertaining stage of experiment
Have allowed to reveal levels of readiness of teachers and parents of experimental schools to interaction in spiritually-moral education of younger schoolboys in the polycultural educational environment in frameworks kognitivnogo, motivatsionno-valuable and kommunikativnoyodejatelnostnogo criteria which are presented in table 10 and table 11.

Table 10

Results of readiness of teachers of experimental schools to interaction with parents in spiritually-moral education of younger schoolboys in the polycultural educational environment on kognitivnomu, motivatsionno-valuable, kommunikativnoyodejatelnostnomu to criteria (2014)

Components / criteria Readiness level KG Kol-in -

26 persons (%)

EG Kol-in -

28 persons (%)

Kognitivnyj The high 28 36
Average 57 54
The low 15 10
MotivatsionnoYOtsennostnyj The high 19 24
Average 67 66
The low 14 10
KommunikativnoYOdejatelnostnyj The high 34 32
Average 56 58
The low 10 10

The comparative analysis of results of readiness of teachers of experimental schools to interaction with parents in duhovnoyonravstvennom education of younger schoolboys in the polycultural educational environment has allowed to define, that in frameworks kognitivnogo criterion high level sformirovannosti to readiness for cooperation with parents in spiritually-moral education of schoolboys have shown 28­36 % of teachers, a readiness average level - 54-57 %, low level - 10 %, i.e. teachers know sotsiokulturnye features and interests of parents trained insufficiently, have fragmentary idea about methodological bases, problems both the basic directions of the maintenance and technologies of spiritually-moral education in the conditions of the polycultural
The Russian society, about modern strategy of interaction with parents in educational activity with the account sotsiokulturnoj situations of development of children and the polycultural factor, about base national values of the Russian Federation.

Within the limits of motivatsionno-valuable criterion to interaction with parents in spiritually-moral education of younger schoolboys in the polycultural educational environment 19-24 % of teachers have shown high level of readiness of teachers of experimental schools, the readiness average level was shown by 66-67 % of teachers, low level of readiness is not revealed. Thus, it is possible to draw a conclusion, that teachers show insufficient interest in interaction with parents and accompanied by parents in psihologo-pedagogical education and self-education in the polycultural educational environment, and also insufficiently steady motivation on rendering to parents of the help in the decision of problems of spiritually-moral education in a family taking into account the polycultural factor.

Within the limits of communicatively-dejatelnostnogo criterion 32-34 % of teachers have shown high level of readiness, the readiness average level was shown by 56-58 % of teachers, low level of readiness for interaction with parents in spiritually-moral education of younger schoolboys in the polycultural educational environment is revealed at 10 % of teachers. The cited data give the basis to consider, that teachers of experimental schools spend insufficient work on attraction of parents to active participation in educational process of a class and school in the polycultural educational environment. In work of teachers are observed unstable motivation to rendering to children of the help in spiritual growth and moral development in the conditions of cultural variety of the Russian society, insufficient sformirovannost abilities to project and carry out strategy of interaction with a family in spiritually-moral education taking into account the polycultural factor, to realise in a course
Psihologo-pedagogical education and self-education of parents the interactive, praktiko-focused technologies duhovnoyonravstvennogo education to get parents to take part in out-of-class activity on spiritually-moral education on the basis of the coordination of cultural requirements of a family and base national values of the Russian Federation, and also insufficient ability to analyze and subject to a reflexion results of joint actions with parents in sphere of spiritually-moral education in the polycultural educational environment.

Table 11

Results of readiness of parents of pupils of experimental schools to interaction with teachers in spiritually-moral education of younger schoolboys in the polycultural educational environment on kognitivnomu, motivatsionno-valuable, kommunikativnoyodejatelnostnomu to criteria (2014)

Components / criteria Readiness level KG Kol-in -

172 persons (%)

EG Kol-in - 190 persons (%)
Kognitivnyj The high 21 22
Average 30 30
The low 49 48
MotivatsionnoYOtsennostnyj The high 24 23
Average 60 62
The low 16 15
KommunikativnoYOdejatelnostnyj The high 29 26
Average 22 24
The low 49 50

The comparative analysis of results of readiness of parents of pupils of experimental schools to interaction with teachers in duhovnoyonravstvennom education of younger schoolboys in the polycultural educational environment has allowed to define, that in frameworks kognitivnogo criterion high level of readiness 21-22 % of parents have shown, a readiness average level - about 30 % of parents, 48-49 % of parents have shown low level, i.e. parents have unstable representations about problems and leading directions of spiritually-moral education of children at school and in a family on the basis of the coordination family and
Base national values of the Russian Federation within the limits of requirements FGOS of the initial general education and substantive provisions of educational work of educational institution, are poorly informed on the maintenance and ways of spiritually-moral education of children in the conditions of a polycultural Russian society, and also own forms and methods of spiritually-moral education of children in a family taking into account the polycultural factor insufficiently. Within the limits of motivatsionno-valuable criterion 23-24 % of parents have shown high level of readiness, the average level of readiness for interaction with teachers in spiritually-moral education of younger schoolboys in the polycultural educational environment was shown by 60-62 % of parents, 15-16 % of parents have shown low level, i.e. Parents are insufficiently interested in interaction with teachers and psychologists in spiritually-moral education of children on the basis of the coordination of family and base national values of the Russian Federation, not to the full realise importance of educational activity on spiritual growth and moral development of the person of the child in the conditions of cultural variety of the Russian society, show insufficiently steady interest to psihologo-pedagogical education, consultation and self-education, to active participation in educational process of a class and school in the polycultural educational environment. In frameworks kommunikativnoyodejatelnostnogo criterion high level of readiness 26-29 % of parents have shown, a readiness average level - 22-24 % of parents, low level was shown by 49-50 % of parents, i.e. Every second parent is not able to carry out interaction with school in spiritually-moral education of children on the basis of principles of humane pedagogics, to put into practice pedagogical the competence, generated within the limits of psihologo-pedagogical education, consultation and self-education, for the decision of problems of spiritually-moral education in a family taking into account the polycultural factor, and also are not capable to organise and carry out action in sphere spiritually-moral
Education also are not able to analyze and subject a reflexion results of joint actions with teachers in sphere of spiritually-moral education in the polycultural educational environment.

At a stage of ascertaining experiment it was important to us to find out, how much interaction of school and a family in spiritually-moral education at experimental schools promotes positive changes in the person of the child, to define, the child is guided by what values in a life, what relation at it develops to itself, to other people, to members of a family in the conditions of cultural variety of the Russian society.

For level definition sformirovannosti at first-graders of representations about significant values for all Russians T.A.popovoj's technique was used: the State symbols of Russia [Loginov, 2012. With. 17-18]. Representation of younger schoolboys about the state symbols is one of indicators sformirovannosti respect for a society in which he lives. The state symbols characterise history, national traditions and people achievements, its base national values. Therefore, according to requirements FGOS NOO, to acquaintance of first-graders with the state symbols the important role in spiritually-moral education is taken away.

It was offered to children three tasks during which performance they could show knowledge of the state symbolics, is fuller realise the participation in national traditions and cultural achievements of the Native land. In the first task first-graders were offered to choose from three drawings with images of sportsmen of the different countries a picture with the participant of XXII Olympic winter games in Sochi, protecting honour of the Russian state. It was offered to pupil to find in the second task in drawing and to describe the arms of the Russian Federation. In the third task to schoolboys followed answer a question «What piece of music is a symbol of the Russian state?» And to prove
Its importance for inhabitants of Russia.

Results of performance of tasks have shown, that pupils of experimental classes insufficiently full are guided in symbols of the Russian state. So, only every third first-grader from control and experimental groups could carry out correctly the second task, every second - the first task. About half of children were at a loss to explain value of the Hymn of the Russian Federation for the people living in Russia. The third part of schoolboys from control and experimental groups could not explain value of the Arms of the Russian Federation for Russians. Every fourth child could not make definition of concept "national anthem". The cited data testify that at school and in a family the insufficient attention to education at children of respect for base national values of the Russian Federation is paid. After first-graders have answered the put questions, teachers and representatives of parental committee of a class have estimated objectivity of answers of children, having defined teamwork directions on increase of level of knowledge by schoolboys of symbols of the Russian state.

For level definition sformirovannosti at first-graders of representations about moral qualities of the person taking into account the polycultural factor A.A.Loginovoj's technique «moral qualities» [Loginov, 2012 was used. With. 18-19]. Trained hypocrisy, kindness, responsibility, cruelty, tolerance was offered to state an estimation to such six qualities of the person, as honesty. Answers were estimated on the basis of definition and a substantiation the child of each quality as positive or negative. Before performance of the task the teacher did not explain to children the importance of estimated qualities.

The analysis of answers of pupils of experimental classes has shown, that some first-graders experience difficulties in definition of such merits of the person, as honesty, responsibility, tolerance. Only 39 % of children from control group and 35 % - from
Experimental group could name typical lines of the fair person. Only every fourth first-grader from control group and every fifth - from experimental group a smog gives an explanation to such quality of the person, as responsibility. More than half of first-graders from both educational institutions could not characterise tolerance and open display of this quality in dialogue of people. The cited data testify that teachers and parents pay insufficient attention to acquaintance of children with moral concepts, and school and family interaction can become a considerable resource in the decision of this problem in the polycultural educational environment.

For definition of level of moral development of younger schoolboys at an ascertaining stage of experiment we had been developed a card of an estimation of level of moral good breeding on the basis of A.A.Loginovoj's techniques «moral qualities» and «How to arrive» [Loginov, 2012. With. 6-10]. The card was filled with children together with parents, that for many parents has served as stimulus to specification of the position in spiritually-moral education of the child in the polycultural educational environment. Then the teacher put down own marks of level of moral good breeding of children and the mean score was deduced, allowing to correct strategy of school and a family in spiritually-moral education of schoolboys taking into account the polycultural factor. Results of answers of first-graders and teachers are presented in the Diagnostic card of an estimation of level of moral good breeding of pupils in table 12 (on with. 122-123).

122

Table 12

Diagnostic card of an estimation of level of moral good breeding of pupils of 1 classes (2014), %

Moral qualities of the person KG EG
Yes Not always No Yes Not always No
Uchashch iesja Ped agog and Uchashch iesja Ped agog and Uchashch iesja Ped agog and Uchashch iesja Ped agog and Uchashch iesja Ped agog and Uchashch iesja Ped agog and
My relation to I try to study as it is possible is better, at lessons is active and attentive 82 59 16 38 2 3 80 60 20 40 0 0
I the fair person, am able to recognise errors,

I try to be better

97 75 3 21 0 4 95 75 5 20 0 5
I am able to forgive insults,

Caused to me,

Benevolently and validly I concern schoolmates, irrespective of them

Nationalities

82 79 12 19 6 2 84 80 14 17 2 3
I have a hobby, at leisure I try to be engaged in useful affairs 83 64 17 25 0 11 85 60 15 25 0 15
My relation to the country I show interest to events which occur in our country, I look telecasts in which it is told about

Achievements of the Russian scientists, actors, sportsmen, about friendship of the people of Russia

68 50 20 36 12 14 70 49 20 38 10 13
I consider, that all people of Russia should live amicably 80 60 20 31 0 9 78 59 22 32 0 9
I think, that than it is more we 69 60 31 30 0 10 67 59 33 31 0 10

123

We know about culture of the people of our country, that we become better
I know the basic values of our state and

Validly them I concern

50 36 33 36 17 28 52 35 30 35 18 30
My relation to a family I know history and traditions of the family 68 52 20 32 12 16 70 50 20 30 10 20
I respect the senior members of a family (parents, grandmothers and grandfathers), I care about younger (brothers, sisters), I help on the house 97 68 3 29 0 3 95 65 5 30 0 5
I participate in family affairs and holidays 84 70 14 28 2 2 86 67 14 31 0 2
I always speak the truth

To parents, I tell it about the successes and failures, I am interested in their affairs

82 63 12 27 6 10 84 60 14 30 2 10

The comparative analysis of answers of pupils and teachers of experimental schools has shown essential differences of an estimation of level of moral good breeding of first-graders between schoolboys and teachers that forms the basis for definition of the further ways of spiritual and moral development of children in the conditions of cultural variety of the Russian society. A significant resource of the decision of the given problem is interaction of school and a family in spiritually-moral education of younger schoolboys in the polycultural educational environment.

Thus, during ascertaining experiment we were defined with experimental base of research, have considered a quantitative and qualitative contingent of families of pupils of experimental classes, have analysed standard documents of experimental schools within the limits of a research problem, have revealed levels of readiness of teachers and parents to interaction in spiritually-moral education of younger schoolboys in the polycultural educational environment, and also level of good breeding of children trained in the first classes of these schools on the end of 2014.

The data received during carrying out of the ascertaining stage of experiment, have allowed to reveal lacks and the problems existing at interaction of school and a family, to specify effective ways of use of this kind of interaction as resource of spiritually - moral education of younger schoolboys. We have carried the following to number of the basic lacks and problems:

1. Insufficient readiness of teachers for joint activity with parents in the decision of problems of spiritually-moral education in the polycultural educational environment on kognitivnom, motivatsionnoyotsennostnom and communicatively-dejatelnostnom levels.

2. Absence of uniform strategy of interaction of school and a family in spiritually-moral education of children in the conditions of a polycultural Russian society.

3. The insufficient coordination of requirements to the organisation duhovnoyonravstvennogo education of children from school and a family on the basis of family and base national values of the Russian Federation.

4. Insufficient attention to formation at parents pedagogical kompetentsy in interaction sphere in duhovnoyonravstvennom education taking into account the polycultural factor.

5. Weak use of positive educational potential of a family for the decision of problems of spiritually-moral education in the polycultural educational environment.

6. Passivity and insufficient interest of parents in interaction with teachers in sphere of spiritually-moral education on the basis of the coordination of family and base national values of the Russian Federation.

7. Inability of teachers and parents to carry out the analysis and a reflexion of interaction of school and a family in spiritually-moral education of children taking into account the polycultural factor.

Data of an ascertaining stage of experiment have allowed to define the further directions of research within the limits of forming experiment.

2.2.

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A source: RAZHINA IRINA NIKOLAEVNA. PEDAGOGICAL FEATURES of INTERACTION of SCHOOL And the FAMILY In SPIRITUALLY-MORAL EDUCATION of YOUNGER SCHOOLBOYS In the POLYCULTURAL EDUCATIONAL ENVIRONMENT. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Pyatigorsk - 2019. 2019

More on topic diagnostics of readiness of teachers and parents to interaction in spiritually-moral education of pupils:

  1. monitoring and interpretation of results of approbation of model of interaction of school and a family in spiritually-moral education of pupils of elementary grades in polycultural educational
  2. approaches of domestic scientists to spiritually-moral education of rising generation
  3. RAZHINA IRINA NIKOLAEVNA. PEDAGOGICAL FEATURES of INTERACTION of SCHOOL And the FAMILY In SPIRITUALLY-MORAL EDUCATION of YOUNGER SCHOOLBOYS In the POLYCULTURAL EDUCATIONAL ENVIRONMENT. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Pyatigorsk - 2019, 2019
  4. RAZHINA IRINA NIKOLAEVNA. PEDAGOGICAL FEATURES of INTERACTION of SCHOOL And the FAMILY In SPIRITUALLY-MORAL EDUCATION of YOUNGER SCHOOLBOYS In polikulturnojobrazovatelnoj to ENVIRONMENT. The dissertation AUTHOR'S ABSTRACT on competition of a scientific degree of the candidate of pedagogical sciences. Pyatigorsk - 2019, 2019
  5. the organisation of experimental work on pedagogical assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  6. Socially-philosophical essence of spiritually-moral formation of the person
  7. features of spiritually-moral formation of the person of the younger schoolboy
  8. pedagogical aspects of assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  9. model of pedagogical assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  10. § 2. Objective signs of default by parents and persons, their replacing, duties under the maintenance and education of minors
  11. 2.1. Judgement of problems of a technique of the general music education teachers-musicians of Russian abroad
  12. Chapter 1. THEORETICAL BASES of PEDAGOGICAL ASSISTANCE to SPIRITUALLY-MORAL FORMATION of the PERSON of the YOUNGER SCHOOLBOY IN OUT-OF-CLASS ACTIVITY
  13. § 3. Administrative punishments for default by parents (other legal representatives) minor duties under the maintenance and education of children
  14. § 3. Subjective signs of default by parents or other legal representatives of minor duties under the maintenance and education of minors
  15. CHAPTER 2. EMPIRICAL RESEARCH OF EFFICIENCY OF PEDAGOGICAL ASSISTANCE TO SPIRITUALLY-MORAL FORMATION OF THE PERSON OF THE YOUNGER SCHOOLBOY IN OUT-OF-CLASS ACTIVITY
  16. § 1. Commencing a suit about default by parents (other legal representatives) minor duties under their maintenance and education
  17. 3.2 Perfection of diagnostics and otsenivanija key educational kompetentsy at senior pupils
  18. Results of diagnostics of initial level of abilities of self-organising of the future teachers of vocational training