Bocharova Julia Yurevna
Кандидат педагогических наук, associate professor, assistant professor of Department of social pedagogy and social work, Krasnoyarsk state pedagogical University. B. N. Astaf'eva, bocharova1305@kspu.ru, Krasnoyarsk
Sosnovskaya Nadezhda I.
Postgraduate Student, Institute of Social and Humanitarian Technologies, Krasnoyarsk State Pedagogical University named after V. P. Astafiev, sosnovskaya-yang@mail.ru, Krasnoyarsk

The Role of Parent Schools in Strengthening Traditional Family Values in China

For modern Russia, the most important task is to strengthen the institution of the family and traditional values. The growing up of children in the last decade has taken place in the information field of propaganda in Western countries, which requires prompt measures to create a system of education, involving parents in this process is not a trivial task. The experience of China in recent decades in creating a network of parent schools is a valuable object of study. The purpose of the article is to analyze the phenomenon of parent schools in the PRC as a developing pedagogical system, to identify the principles for the formation of content and methods for organizing education and training of parents. Methodology and research methods. Based on a systematic, historical, cultural and comparative approach, an analysis of legislative acts, monographic, scientific and methodological sources reflecting the work of parental schools in the PRC was carried out. The results of the study show that parental schools in modern China are a developing pedagogical system that has gone through three stages in its development: from setting a strategic state order to science and educational authorities, through scientific, organizational and methodological support for the work of schools to the present state of a large-scale all-China network with the active involvement of parents in its development. It was revealed that parental schools as a system in the PRC are developing in several directions: scaling (increasing accessibility), standardization (improving quality) and involvement (increasing the active citizenship of parents). While coinciding with the global trend of educating parents in the form of consulting-seminar and training sessions, the Chinese specificity of the principles for selecting the content of education was found, based on the moral postulates of Confucianism, taking into account the socio-cultural specifics of the local parental community. In conclusion, the important role of parental schools is emphasized in terms of the strategic goals of the state to strengthen the institution of the family and prevent deformations of the youth worldview by consolidating the family and the school in the upbringing and education of minors, where the involvement of parents is a necessary condition. The authors identify the strengths of parental schools as an institutional form of the process of educating traditional family values in the PRC, among them reliance on a clear moral core in determining the content of parental education based on the philosophy of Confucianism, scientific and methodological support from scientists, regulatory and organizational support from the state in the form of standardization of functioning.
comparative studies; parenting education; family education; traditional values; China

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