Model of communication regulation between family and school in the context of educational reform

The article is devoted to a topical topic – the creation of a new, dialogic model of communication between the family and the school, which is based on the subjectivity of both subsystems – both the school and the family. The author's model of socio-psychological regulation of communication between family and school, which contains structural elements and leading factors that determine the quality and result of communication, is offered to your attention. The main structural components of the model are: subjects of communication (family and school); message from school to family; planes (directions) of communication; communication channels for information exchange; availability and features of feedback; communication results. Also, the model includes internal psychological determinants of communication, which, in our opinion, are decisive for the quality and final result of communication. They include the following. On the part of the school, these are ways of regulating professional communication in the "family-school" system. The components of such methods, based on expert evaluations, are determined by a written contract between parents and an educational institution regarding the obligations of both parties; an agreement between parents and the school on the provision of the necessary information by the educational institution; communication rules of all participants of the educational process at school; establishment and observance of rules of conduct, business etiquette, norms and protocols of interaction. On the part of the family, important determinants are the prisms of information perception, which filter information in accordance with the characteristics of family traditions, values and educational guidelines of parents and relatives. The directions (areas) of communication included the following: educational needs; well-being of the child; personal development; social skills; civic development; security; ensuring stay at school. The model was developed with the aim of further empirical research of socio-psychological features and conditions of regulation of communication between family and school