КУЛЬТУРНО-ПСИХОЛОГІЧНИЙ ПІДХІД У КОНТЕКСТІ СІМЕЙНОГО ВИХОВАННЯ
The article analyzes the conceptual foundations of the cultural-psychological approach in family education. There are three main approaches to defining culture: value- (axiological), activity- and personality-based. It is noted that cultural development is often considered from the point of view of activity development, which leads to the development of exclusively intellectual structures and thus reduces holistic formation of the child's personality. An object-based approach is still used when explaining a person's place in culture, whereby culture is superimposed on a person, but not manifested in his or her own life and creativity. The authors argues that culture is an environment that nurtures and nourishes development of the individual. The cultural and psychological approach in the field of family education envisages development of a child as its own personality, as an individual and active subject of activity. This approach can be implemented only when adults implement dialogical strategy in their activity. Educational dialogue is defined as an adequate and culturally appropriate form of education aimed at transforming the internal, spiritual experience of parents and future parents and acquiring a new one in the field of family education. Dialogue development is a necessary condition for the growth of child's personal potential in a family. In the educational program presented this article, the dialogue performs a twofold task: 1) as a condition for development of child’s self-sufficient personality in a family; 2) as an effective form of teaching parents innovative approaches in the field of family education. The author identifies methodological features and structure of educational program in the form of educational dialogue. The article also presents the results of program testing in educational work with parents and future parents, which prove its effectiveness.
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