Introduction. The article presents a historical and pedagogical analysis of the views of Russian thinkers on the problem of interaction between school and family in the education of children, the impact on the space of childhood, ways to solve it in the context of modern requirements for the education of the younger generation.
Purpose of article. By reference to the historical perspective of the problem of interaction of school and family as key factors for the successful education of children to update modern the search for constructive approaches to its solution based on the main ideas presented in the heritage of Russian religious-philosophical and anthropological-humanistic educational thought of the XIX century.
Methodology and research methods. The authors used anthropological and humanistic approaches to the analysis of pedagogical heritage, theoretical heritage, theoretical analysis of the concepts of "space of childhood", the relationship of school and family.
Research result. Presents the results of a content and historical analysis of problems of interaction of school and family in creating and maintaining a space of childhood, the author reveals the views of representatives of religious-philosophical movement focused on the unity of religious faith, knowledge, and personal spiritual experience of man; the representatives of the anthropological-pedagogical teaching, based on the child's understanding as a synthesis of natural, individual and social. Collaboration between schools and families revealed from the position of promoting socialization and harmonization of the personality of the child, gain their self-image, citizenship in the leading role of the moral component; the creation and organization of the space of childhood into account the diversity of environments, among which educational, developmental, stimulating; taking into account factors of culture, socialization, and other subjects of the educational process. All factors of culture, socialization of the individual, as well as other subjects of the educational process. Given the historical perspective outlines the key principles that allow building a constructive interaction of school and family: adopting a child for granted, substantial adaptability to the environment, developing character of social and cultural environment, the continuity of family and school education, support a subject position of students. It is revealed that the family and the school in their interaction with the child are designed to promote the development of culture and functions of cultural creation, the formation of the subculture of childhood through the organization of space filled with life-meaning and spiritual and moral guidelines, ways of activity and forms of communication aimed at self-development and diverse productive self-actualization. Subject position of the students. It is revealed that the family and the school in their interaction with the child are designed to promote the development of culture and functions of cultural creation, the formation of the subculture of childhood through the organization of space filled with life-meaning and spiritual and moral guidelines, ways of activity and forms of communication aimed at self-development and diverse productive self-actualization. Heritage, theoretical analysis of the concepts of "space of childhood", the relationship of school and family.
Research result. Presents the results of a content and historical analysis of problems of interaction of school and family in creating and maintaining a space of childhood, the author reveals the views of representatives of religious-philosophical movement focused on the unity of religious faith, knowledge, and personal spiritual experience of man; the representatives of the anthropological-pedagogical teaching, based on the child's understanding as a synthesis of natural, individual and social. Collaboration between schools and families revealed from the position of promoting socialization and harmonization of the personality of the child, gain their self-image, citizenship in the leading role of the moral component; the creation and organization of the space of childhood into account the diversity of environments, among which educational, developmental, stimulating; taking into account factors of culture, socialization, and other subjects of the educational process. Given the historical perspective outlines the key principles that allow building a constructive interaction of school and family: adopting a child for granted, substantial adaptability to the environment, developing character of social and cultural environment, the continuity of family and school education, support a subject position of students. It is revealed that the family and the school in their interaction with the child are designed to promote the development of culture and functions of cultural creation, the formation of the subculture of childhood through the organization of space filled with life-meaning and spiritual and moral guidelines, ways of activity and forms of communication aimed at self-development and diverse productive self-actualization.
Conclusion. The selected religious-philosophical and anthropological-humanistic ideas and views of thinkers of the XIX century on the problem of interaction between school and family in the organization of child rearing in modern conditions allows us to expand and deepen this space of interaction through the support of family traditions that play a "protective role" from the negative effects of the environment on children; designing compensatory and developmental activities in the heterogeneous composition of the educational environment and such phenomena as inclusion, the search for new technologies in resolving the contradictions between the "world of childhood" and the "world of adults", the justification of partnership as the main principle and factor in the system of relations family-school, parents-child-teachers.
