The dissertation is devoted to the actual problem of the interaction of teachers, parents and community in the social-educational environment of primary school in the United States of America.
The content of the key concepts of the research is revealed. The phenomenon of «social-educational environment» as a system of the interaction between different social institutions, which contribute to the accumulation of social experience of the individual, the development of personality as a structural unit of society is specified. It has been determined that the social-educational environment has the following components: family as a social institution, general educational institution, micro district.
An analysis of the educational standards of the American primary school and the activities of the main parent-teacher associations has shown that the interaction of the school with the families of pupils and local communities in the USA is based on the following priorities: involving the family in the pedagogical process of the school, increasing the psychological readiness of teachers to the interaction with parents and community leaders, parents’ preparation for the education and upbringing of children.
It was found that in the modern American school the following forms and methods of cooperation with the families of pupils took place: financing and organization of educational master classes for parents, providing parents with information on child development, conducting researches in order to find out the needs families and their problems, the creation of a family-friendly advocacy center, the organization of special family communities, sending special letters to the parents of the pupils and their employers, invitation of the pupils’ family to school, a variety of entertainment events, a special homework for parents, teacher-parenting conferences, the activities of parent associations and teachers.
On the basis of the analysis of scientific-pedagogical literature, the content, forms, methods and the genesis of this interaction are studied; the essence of the concept « the interaction of teachers, parents and community in the social-educational environment of primary school» is specified.
The current law of the USA on the interaction of teachers, parents and the community has been analyzed where is considered, that the system of education of the USA is one of the most progressive educational systems in the world. The structure of primary education in the USA has its own characteristics and is different in duration of study.
The monitoring of the main trends and the current state of interaction between teachers, parents and community in the social-educational environment of primary schools of Ukraine and the USA has made it possible to conclude that the domestic practice of organizing this interaction is significantly inferior to the American in purposefulness, material, legislative, technical and staffing, in the context of safe coexistence and cooperation of all objects of social and pedagogical work.
A safe social-educational environment was created for pupils, teachers and parents of the Ukrainian primary school with the assistance of domestic and international public organizations, where the priority areas were: responsible attitude to the health of all participants in the process by means of horting; safe media socialization of junior pupils in the modern information environment; an interactive set of classes with pupils of the primary school for the prevention of the use of psychoactive substances.
Recommendations for using the best American experience of interaction of teachers, parents and community in the social-educational environment of primary school for use in Ukraine at the national level, local communities, parents, and schools are developed
