Open AccessThe readiness of the family to design the individual trajectory of the child: the content and essence of the concept
Author(s) -
Veronika M. Grebennikova,
Petr B. Bondarev,
Vladlen K. Ignatovich,
Svetlana S. Ignatovich
Publication year - 2020
Publication title -
pedagogika: istoriâ, perspektivy
Language(s) - English
Resource type - Journals
ISSN - 2686-9969
DOI - 10.17748/2686-9969-2020-3-5-30-41
Subject(s) - dominance (genetics) , subject (documents) , psychology , action (physics) , value (mathematics) , developmental psychology , reflexivity , social psychology , computer science , sociology , social science , biochemistry , chemistry , physics , quantum mechanics , machine learning , library science , gene
The article is devoted to the problem of scientific substantiation of the family as a collective subject of designing the individual educational trajectory of a child. The purpose of the article is to substantiate the readiness to design an individual educa-tional trajectory of a child as an integrative characteristic of a child-adult co-existence community of a family. The deficiencies of the modern family, which hinder the devel-opment of this readiness, are characterized. The aspects of studying family readiness presented in modern studies are considered. It is shown that readiness as an integrative characteristic of a family acting as a subject of education has not been sufficiently studied. The definition of the family's readiness to design an individual educational trajectory of a child is given. The content of the structural components of this integrative characteristic of the family is revealed. It is shown that this readiness is characterized by value-semantic orientations towards education, the methods of subject-subject child-adult interactions available in the family's arsenal, implemented in joint creative activity, regulatory and reflexive abilities that allow assessing the individual educational achievements of a child. It is shown that the main obstacles to the formation of a family's readiness to design an individual educational trajectory of a child are the parents' desire for total control, designed by the desire to achieve high educational results without taking into account the individual characteristics and interests of the child; dominance of parents in choosing the content of joint activities with children; orientation towards external assessment of the achieved formal educational results.