Parents' involvement in children's education in the context of the "New Ukrainian School": communicative aspect

- Мельник, Аліна Юріївна (orcid.org/0000‐0002‐7386‐8770) (2021) Parents' involvement in children's education in the context of the "New Ukrainian School": communicative aspect Вісник післядипломної освіти. «Серія «Соціальні та поведінкові науки», 18 (47). pp. 101-115. ISSN 2522‐9931

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Abstract

The article focuses on studying the peculiarities of parents' involvement in the educational process of their children through communication development in the context of the "New Ukrainian School" (NUS). The research methods included discussions, focus groups, interviews, and surveys. A distinctive feature of the sample is the dual role of the respondents, who are simultaneously teachers and parents of children (including children with special educational needs). During the pilot study, it was found that issues of awareness, personalization, and choice of communication channels are significant for the ecological inclusion of parents in their children's education. It was revealed that strengthening personalization in the "school-parents" interaction regarding the child’s educational development draws parents' attention to broader issues of school development. Identifying and differentiating parents' needs plays an important role, as appropriate feedback from the school becomes a motivator for parental involvement in the educational process and encourages a focus on achieving shared goals. The scope of personalized issues includes not only the child’s personality and their educational development trajectory but also attention to selecting a priority communication channel in the "parents-school" system and its compliance with timeliness requirements. It was shown that potential difficulties in the communicative process can manifest in two aspects: the first concerns organizational processes, and the second directly relates to interaction with teachers. In both cases, the respondents perceive an inability to establish direct contact within the "school-parents" system negatively, which can increase the risks of student overload and the likelihood of conflicts among education stakeholders. The critical nature of evaluative judgments regarding the quality of educational services rises when it concerns one's own child and decreases with lower levels of personalization. The results of the study demonstrate that implementing the principles of "Partnership" and "Personalization" brings about several challenges for both parents and teachers and requires further elaboration. It is argued that the development of communication processes in the "parents-school" system represents a promising area for future research.

Item Type:	Article
Keywords:	interaction; communication; parents; education stakeholders; education reform
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 304 Social questions. Social practice. Cultural practice. Way of life (Lebensweise) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 314/316 Society Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	The Institute of Social and Political Psychology > Department of Psychology of Communication
Depositing User:	н.с. Євгенія Демиденко
Date Deposited:	01 Jan 2025 10:51
Last Modified:	01 Jan 2025 10:51
URI:	https://lib.iitta.gov.ua/id/eprint/743906

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