Особенности социально-педагогического взаимодействия учреждений общего и дополнительного образования с семьёй как субъектом проектирования индивидуальной образовательной траектории детей.

Abstract

In the documents reflecting the modern Russian Federal policy in the field of education, one of the main tasks is defined as the well-being of the family and the formation of trust in the family as a social institution. In the article, the social institution of the family is considered as a leading factor in the aspect of managing the social situation of a child's development. The partnership of the family with the systems of General and non-formal education of children is presented as an effective practice of social and ped-agogical interaction, focused on the social and mental development of children. The fea-tures of social and pedagogical interaction of institutions of General and non-formal education of children with the family as a subject of designing an individual educational trajectory are revealed. It is shown that in the modern conditions of modernization of Russian education, there is a tendency of alienation between the family and the school. The school implements the main directions of work with parents, which reflect its lead-ership and guiding role in this process: increase of their psychological and pedagogical knowledge; involvement in the educational process of the school; involvement in public administration of an educational institution. The family manifests itself as a social part-ner of the institution of non-formal education of children, whose activities assume a fo-cus on matching the interests, inclinations, abilities of children. The implementation of social and pedagogical partnership is based on the establishment of links between the family and the educational environment, in the creation of which it actively participates. The interaction of n-education with the family creates conditions for the motivated par-ticipation of children in the implementation of their educational routes. There is an in-crease in the importance of such educational practices, which can include the family in various types of pedagogical activities as an equal subject, along with children.