Соціально-психологічний супровід дитячо-батьківських взаємин під час дистанційного навчання в закладах загальної середньої освіти в умовах війни

Abstract

The article substantiates the relevance of the problem of psychological and pedagogical support of families, with consideration of modern realities and challenges of the time (distance learning in war conditions). The possibilities of remote monitoring of child-parent relations and the role of a school psychologist have been determined. Conclusions regarding the results of the study of theoretical approaches in providing psychological and pedagogical assistance to children and teachers have been given. The main problems in family and child-parent relations in war conditions have been identified. Factors that significantly exacerbate child-parent relations have been analyzed. A pilot study in the form of a survey (via Google Forms) in 7th, 9th, 10th grades has been conducted (parents and students of secondary schools of Slovianskyi district of Donetsk region participated in the sample). The types and volumes of child-parent communication after school hours have been clarified. The need for systematic psychological and pedagogical support and the creation of the following conditions for the interaction of the participants of the educational process has been proven: the formation of permanent, two-way informational contact between the participants of the interaction; systematic and purposeful inclusion of all subjects of the educational process in the joint activity; the formation of a positive attitude towards the interaction of participants against the background of favorable emotional well-being.