Literature review reflects the emergence of different approaches to the interaction between school and family. The essence of this approach lies in the understanding of the main objectives of the school work with parents. It can help to create conditions for the actualization of the educational potential of families and effectively resolve the existing problems in family education. The researchers specified the theoretical approaches to the planning, organization and implementation of interaction between school and family in the process of education. Analysis of important problems in the work of teachers, psychologists and sociologists confirms the issues of psycho-pedagogical work and reflects all existing types of work with the family. Modern teachers need to learn the specifics of family social expectations of the school.
H.Muscott et al. (2008) notes that in the present conditions need for cooperation between the two leading educational systems was increased. Also has increased the level of requirements of parents for school teachers to parents. According to the authors aim of work with the parents at this stage involves improving the quality of education through genuine trust and partnership with family-based dialogic strategy of cooperation. So "schools must utilize evidence-based approaches to teaching and learning" (Muscott et al., 2008, p.7). C. Cheung, E.Pomerantz (2012) believe that a system of education provides prerequisites for the implementation of an integrated approach and "parent- oriented motivation is examined as a mechanism through which parents' involvement facilitates" (Cheung, Pomerantz, 2012, p.820). Cooperation between family and school is a part of the educational work of schools in general. N.Padak, T.Rasinski (2010) also suppose the interaction of school and family as part of school education. Subordination of all the elements of the system and the relationship between them contributes to the implementation of an integrated approach. Consistency of various aspects of the educational process contributes to the optimization of educational work.
According to D.Oyserman et al. (2007) a necessary condition for the implementation of systemic integrated approach to the organization of interaction of school and family implies the existence of a single educational school system because the "school failure can seriously limit future possibilities" (Oyserman et al., 2007, p.479). Authors suppose that it is necessary to establish communication between parents and teachers, to create conditions for the organization of meeting parties for between teachers and parents, to prevent the emergence of possible conflicts on a mutually agreed basis.
N.Mushtaq et al. (2012) highlights the problem of interaction between the school and the family as a holistic educational process. The essence of the family as the subject of the educational process, its structure and functions offers the main directions of the organization of cooperation between the two most important institutions of socialization and education of the individual; available forms and methods of work with families that improve the psycho-pedagogical culture of parents and to optimize the educational process in the family, taking into account its features. This will help develop a strategy for interaction between the educational institution and the family; identify tactical actions in this matter. This is the most important direction in the activity of any educational institution. The pedagogical interaction refers to a culture of education, teacher interaction as educational technology advocates humane methods of education and self-identity in the modern world. Development of professional culture of the teacher in system of interaction with parents should include teacher education and training for parents, the formation of pedagogical culture for the sake of the combined efforts of the common goal that implies the comfort of the educational process for students and their attainment of high educational outcomes.
L.Posey-Maddox (2013) analyzes the problem of finding the social partnership between the school and family in order to successful socialization and education of children, adolescents and young people, the use of socio-educational links between the educational institutions in order to reduce the risk of social conflicts and tension in society. School age is considered in psycho-pedagogical theory as an important stage in the formation age of the person, as the step of forming the preconditions for further social and personal development. The activities of parents and teachers in the interests of the child can be successful only if they become allies. It will allow them to get to know the child, to see him in different situations and to help adults to understand the individual characteristics. Author states that problems of interaction between family and school in modern conditions are determined by the new requirements of life and the current system of pedagogical interaction between home and school. Also it implies different systems of education in the school and the family and the requirements of generally accepted norms of modern socialization.
D.Brook, R.Hancock (2000) identify a number of the most urgent problems of family education and the interaction between home and school. Authors analyze the various forms of school work with the family and present that these "activities were usually fund-raising events with a social component: discos, quiz nights, international evenings, fetes" (Hancock, 2000, p.260). Collaboration with the family is actively promoting a positive experience of family communication, attracts families to the conscious and active participation in the education of the child, creates optimal conditions and allows us to achieve positive results in the development and self-development, self-education and education, training and self-identity.
The school has a multi-faceted possibilities to influence the family through education and educational activities (Mo, Singh, 2008). The authors note that in some educational institutions in developing modern forms of active interaction with parents: educational and creative workshops, parent conferences, family clubs, discussions, social projects. That is why "school engagement was considered a mediating factor between parental behaviors and school performance" (Mo, Singh, 2008, p.2). The authors developed the goals, objectives, content, specific forms of cooperation between schools and families and guidelines for the organization of such interaction. The inability to adapt to new conditions leads to school exclusion. This school maladjustment may occur in the following forms: a violation of learning, behavioral disorders, violation of communication in mixed types of maladjustment. Recommendations involve the creation of conditions for cooperation of children and their parents through the formation of family values, healthy lifestyles, development and implementation of the diverse abilities and interests of children in various activities.
R. McNeal (2014) highlighted the principles of work to improve the psycho-pedagogical culture of their parents, school and family interaction, forms of organization of this interaction. Psycho-pedagogical culture of parents according to R.McNeal implies a level of pedagogical training of parents, which reflects the degree of maturity of both educators and manifests itself in the process of family and social education of children. In difficult situations, a positive experience allows the teacher to solve the problem peacefully, kindly, with confidence. Friendly atmosphere in the classroom and the parent team is a powerful incentive for the creative work of the teacher, who is also keenly aware of the need for recognition of their achievements. A.Noel (2013) supposes that modern parents and students need more mobile, pedagogically competent educator of the new generation, oriented to the child as a value capable to interact with the family, and does not work in the traditional system of impact.
Valuable collaboration of the family and the school involves parents voluntarily placed in an activity offered by a teacher, the priority subject interaction, intrinsic activity of parents in the quest for self-education and the establishment of parental competence. The parent community can help in the development of charter schools, shaping the curriculum of educational institutions, development, compensation and review of the plan of the school, organization and evaluation of the results of experimental work. Parents can participate in the appraisal, promotion, rewarding teachers, other forms of evaluation of their professional activities.
A.Noel determines the conditions of efficiency of interaction of school and family in the framework of improvement of psycho-pedagogical culture of parents. These conditions imply cooperation (understanding), monitoring (mutual control), the perception of pedagogical culture. Also it is obvious that in cooperation with the family are actively involved not only schools, but also other educational institutions, in particular the establishment of an additional education of children. In the context of the implementation of new educational standards family interaction acquires the character of partnerships based on openness, respect for legal norms.
References
Brook, D., & Hancock, R. (2000). What are Parent–School Organisations for? Some views from an inner-London LEA. Educational Review, 52(3), 259-267.
Cheung, C. S. S., & Pomerantz, E. M. (2012). Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820.
McNeal Jr, R. B. (2014). Parent Involvement, Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators. Universal Journal of Educational Research, 2(8), 564-576.
Mo, Y., & Singh, K. (2008). Parents' Relationships and Involvement: Effects on Students' School Engagement and Performance. RMLE Online: Research in Middle Level Education, 31(10), 1-11.
Muscott, H. S., Szczesiul, S., Berk, B., Staub, K., Hoover, J., & Perry-Chisholm, P. (2008). Creating home-school partnerships by engaging families in schoolwide positive behavior supports. Teaching Exceptional Children, 40(6), 7.
Mushtaq, N., Zafar, M. S., Choudhary, F. R., & Malik, S. K. (2012). Parents' Satisfaction about Their Involvement in Schools--An Analysis. Language in India, 12(6).
Noel, A., Stark, P., & Redford, J. (2013). Parent and Family Involvement in Education, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-028. National Center for Education Statistics.
Padak, N., & Rasinski, T. V. (2010). Welcoming schools: Small changes that can make a big difference. The Reading Teacher, 64(4), 294-297.
Posey-Maddox, L. (2013). Professionalizing the PTO: Race, class, and shifting norms of parental engagement in a city public school. American Journal of Education, 119(2), 235-260.
Oyserman, D., Brickman, D., & Rhodes, M. (2007). School Success, Possible Selves, and Parent School Involvement. Family Relations, 56(5), 479-489.
