Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)

For citation:

Shustova I. Y. Upbringing of School Children: The Resource of Child and Adult Community. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2019, vol. 8, iss. 1, pp. 78-82. DOI: 10.18500/2304-9790-2019-8-1-78-82

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Upbringing of School Children: The Resource of Child and Adult Community

Shustova Inna Yu, Institute for Strategy of Education Development of the Russian Academy of Education

The purpose of the study presented in the article is to explain the notion of the term “child and adult community” as a new tendency in the development of collective upbringing, to show its role in the upbringing and development of a modern school child, single out the directions and techniques for teachers’ work aimed at finding and maintaining the community which involves school children. The article outlines theoretical and methodological foundations of the functioning of the child and adult community as a condition and resource for upbringing and development of modern schoolchildren. It has been pointed out that the community-related problem is not only social, but also a life-related, personal and meaningful problem of a modern child’s development. The community of children and adults is a necessary external condition, which sets the standard of cultural norms and values, and at the same time supports self-determination and self-realization of a school child, manifestation of his/her subjective position in collaboration with peers and adults. The article describes factors of influence of the child and adult community on a school child, defines the tasks which can be set in the teachers’ educational activity within the child and adult community, and points out optimal conditions for the upbringing and development of a school child in the child and adult community. The article reveals that eventivity is a qualitative sign of a child and adult community, the potential of a community for the development of a school child, and teacher’s actions for the manifestation and retention of an event-driven child and adult community with his/her pupils.


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