Cтановлення та розвиток системи взаємодії сім’ї і школи у вихованні гіперактивних учнів

Abstract

This article is generalized attempts by different scientists who has tried to identify the peculiarities of the cooperation as a social mechanism. The analysis of historical periods of work development with such families in secondary schools was carried out. The most scientists’ works and legislative acts of the specified period were analyzed. The main purpose of education and raising a hyperactive child was justified. It provides cooperation in interdependent activities in the system of relations between parents and teachers. The genesis of the families and schools’ cooperation in the education of hyperactive students has been investigated. In the course of investigation it was determined that the cooperation is based on help social institutions to each other and to a smart combination of opportunities and efforts in organizing the students’ life. It was allocated the main characteristics directions in the organization of families and schools’ cooperation in education of hyperactive students. The article finds that despite the fact that the problem of interaction between family and school in teaching and educating students does not belong to a new field of scientific knowledge and covers a wide academic environment, there is not enough scientific and pedagogical literature, which, given for its importance, can be used as a scientific foundation of modern pedagogical practices in the interaction of family and school in the social support of hyperactive students.