Parents' involvement in the education of children in terms «new ukrainian school»: communicative aspect

The article is devoted to the study of the peculiarities of the communicative process construction in the system of school education of children in the reformed «New Ukrainian School». The following research methods were used: a structural interview, a questionnaire and a focus group. The peculiarity of the sample is the dual role position of the respondents, who were both teachers and parents of children, as well as children with special educational needs. In the conditions of the pilot study it was established that the issues of awareness, personalization, and choice of communication channels were important for the ecology of the parents' inclusion in the education of their children. It was found that the strengthening of personalization in the interaction «school-parents» on the educational development of a child draws parents' attention to the general issues of school development, too. It is important to identify and differentiate the needs of parents, which, with appropriate feedback from the school, becomes a motivator for parents to be involved in their child's educational process, and initiates the aim of achieving common goals. At the same time, the range of personalized issues includes not only the child's personality and the trajectory of his educational development, but also paying attention to the choice of priority communication channel in the system «parents-school» and its compliance with the efficiency parameters. It is shown that the probable difficulties of the communicative process can be manifested in two aspects, where the first one relates to organizational processes, and the second aspect relates directly to the interaction with teachers. In both cases, the unwillingness to establish direct, immediate contact in the school-parent system is perceived negatively by respondents and can increase the risks of overloading students as well as the conflict readiness of all education stakeholders. Criticality in evaluative judgments about the quality of educational services increases when it concerns one's own child and decreases as the level of personalization decreases. The results of the study show that the implementation of the principles of «Partnership» and «Personalization» brings a number of difficulties for the role position of parents as well as teachers, and requires their detailing. It is claimed that the development of communicative processes in the system «parents-school» is a promising area of further research