О создании модели психолого-педагогического сопровождения позитивного родительства

Abstract

Introduction: the implementation of the National Strategy for the Development of Education in the Russian Federation requires generalization of the experience gained with working with the family; development of new forms, methods, methods and technologies of work with parents (legal representatives) of children of different ages; consolidation of efforts of various civil society institutions and agencies at the federal, regional and municipal levels. The relevance of this article is also determined by a number of contradictions that prove the importance of the problem under consideration, the need to develop and introduce into practice a model of psychological and pedagogical follow-up for positive parenthood, among them: b) there is a weak differentiation of the image “I am a mother”, i.e. on the one hand, motherhood is recognized as a value, on the other hand, a low reflective level of motherhood is found; c)\xa0 modern studies do not provide sufficient information on the \xa0questions on the psychology of parenthood; about the father’s role in the family, his influence on the formation of the child’s personality, the significance of fatherhood for the man himself. Materials and methods: The research methods of this article are determined by the specifics of the research topic. The article uses methods of theoretical research (analysis, synthesis, synthesis, comparison, etc.), the study of well-known research papers on the problem under consideration; psychological modeling (building a model of psychological and pedagogical follow-up of positive parenthood). Results: Nowadays, domestic and foreign psychological and pedagogical science and practice provide many different kinds of models of work with the family, which are grouped into three subgroups: models of support and follow-up; tracking models; combined models. Discussion and Conclusions. The conducted research within the framework of the ideologies under review has defined conceptual provisions that allowed creating a model of working with parents (legal representatives) of children, influencing the increase in the general culture level of parents (legal representatives) and future parents in matters of children s education, development of their social, communicative and psychological-pedagogical competence; actualization of the need to “become adoptive parents”; increase the professional competence of professionals working with the family.