Desenvolvimento de um complexo diagnóstico para o estudo das tradições de educação familiar

Irina Lykova; Aleksey Mayer; Oksana Shestakova; Alena Voinova

doi:10.22633/rpge.v27i00.18802

Authors

Irina Lykova Institute for the Study of Childhood, Family, and Education of the Russian Academy of Education https://orcid.org/0000-0003-1951-0804
Aleksey Mayer Institute for the Study of Childhood, Family, and Education of the Russian Academy of Education; State Humanitarian and Technological University https://orcid.org/0000-0002-6572-5593
Oksana Shestakova Institute for the Study of Childhood, Family, and Education of the Russian Academy of Education https://orcid.org/0009-0007-4388-6701
Alena Voinova Institute for the Study of Childhood, Family, and Education of the Russian Academy of Education https://orcid.org/0000-0002-5013-4176

DOI:

https://doi.org/10.22633/rpge.v27i00.18802

Keywords:

Teacher-family interaction, Upbringing, Diagnostic complex, Pedagogical model, Pedagogical support

Abstract

The purpose of the study lies in identifying scientific approaches and systematizing research methods for the study of family upbringing traditions. The authors analyze 43 sources of cultural, sociological, pedagogical, psychological, and linguistic literature. Interdisciplinary analysis shows a contradiction between the presence of a multitude of methods for researching the traditions of family upbringing and the lack of a universal tool to obtain objective data on the essence and specific features of family upbringing. To resolve this inconsistency, the authors develop a research tool – the diagnostic complex "Family upbringing traditions". The diagnostic complex allows objectifying the results of research on the relationship between family traditions and traditions of family upbringing and can serve as a basis for developing socio-pedagogical technologies to support family upbringing through strengthening and/or restoring family traditions.

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Author Biographies

Irina Lykova , Institute for the Study of Childhood, Family, and Education of the Russian Academy of Education

Doctor of Pedagogical Sciences, Associate Professor, Head of the Laboratory of Fundamental and Applied Scientific Research.

Aleksey Mayer , Institute for the Study of Childhood, Family, and Education of the Russian Academy of Education; State Humanitarian and Technological University

State Humanitarian and Technological University, Orekhovo-Zuyevo, Moscow region – Russia. Professor of the Department of Pedagogy of Primary and Preschool Education of State Humanitarian and Technological University, Doctor of Pedagogical Sciences, Associate Professor.

Oksana Shestakova , Institute for the Study of Childhood, Family, and Education of the Russian Academy of Education

Deputy Director.

Alena Voinova , Institute for the Study of Childhood, Family, and Education of the Russian Academy of Education

Leading Research Fellow, Candidate of Philosophical Sciences.

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