Kokand State University Faculty of Primary and Technological Education Primary Education Department Student 03/25 Group Abduraufova Nilufar Khurshidjon qizi

INTEGRATION BETWEEN PARENTS AND SCHOOL IN THE EDUCATION OF PRIMARY STUDENTS

Abduraufova Nilufar Khurshidjon kizi

Student of Kokand State University 

Scientific supervisor: Usmonova Sofiyakhon Alimovna

Abstract. This article analyzes the importance of cooperation between family and school in the upbringing of primary school students, ways to improve its effectiveness, and the pedagogical foundations of an integrative approach. It is substantiated that the harmony of family and school education is a key factor in the formation of a child’s personality.

Keywords: integration, primary education, upbringing, family, school, pedagogy, cooperation.

INTRODUCTION 

The primary education stage is the most important period in the intellectual and moral development of a person. It is at this stage that the child begins to understand the environment, assimilates social values, and creates the initial foundation for the formation of a person. Therefore, ensuring the integral connection between the school and the family in the upbringing of primary school students is one of the urgent pedagogical problems. The modern education system shows that educational work carried out only within the school framework does not produce sufficient results. With high parental participation and their pedagogical culture, the socialization and personal development of children are more effective. From this point of view, the establishment of integrated cooperation between the school and parents is considered an important factor in improving the quality of education.

 LITERATURE ANALYSIS 

The issue of family and school cooperation in pedagogy has been studied by many scientists. In particular, V.A. Sukhomlinsky in his work “I Give My Heart to Children” emphasizes that the unity of school and family is important in raising a child, and positive results are achieved only when they work harmoniously with each other [1]. A.S. Makarenko, in his pedagogical views, indicates the need to conduct family education in connection with social education. In his opinion, parents should be active participants in the pedagogical process and must cooperate with the school [2]. One of the Uzbek scientists, Q. Yuldoshev, in his scientific works, pays special attention to the role of the family institution in the educational process. According to him, the active participation of parents in the upbringing of primary school students ensures the moral maturity of the child [3]. Also, in the pedagogical research of N. Musurmonova, the connection between family education and school is interpreted as a key factor in the formation of social adaptability in children [4].

METHODOLOGY 

This article uses analytical, comparative and statistical methods. Surveys were conducted among primary school students, their parents and teachers. Based on the results obtained, the level of integration and its impact on educational effectiveness were studied. Scientific literature and advanced pedagogical practices were also analyzed.ANALYSIS AND RESULTS 

The issue of integration between parents and school in the upbringing of primary school students requires a systematic approach in pedagogical science. Theoretically, the formation of a child’s personality occurs under the influence of two main institutions – the family and the educational institution. The harmony or imbalance between these two environments directly affects educational results. According to pedagogical theories, integration is not just cooperation, but also a process of adaptation of goals, content and methods to each other. If the educational influence provided by the school is consistent with the values in the family, a stable behavioral model is formed in the child. On the contrary, if there are conflicting influences, the child will experience internal conflicts. Based on the analysis of scientific literature, the main components of parent-school integration are:

Table 1

Theoretical components of parent-school integration

Components

Content

Impact on educational outcomes

Unity of purpose

Harmony of educational goals

Personal stability is formed

Information exchange

Communication between parents and teachers

The individual characteristics of the child are taken into account

Collaborative activities

Joint activities and educational work

Social activity develops

Pedagogical culture

Pedagogical literacy of parents

Effectiveness of upbringing increases

These components are closely interconnected, and the weakness of one of them reduces the effectiveness of the overall system. For example, if the pedagogical culture of parents is insufficient, the educational work carried out by the school will not be fully supported. Theoretically, as the level of integration increases, the following pedagogical results can be achieved: increased social adaptability in children; stable formation of moral values; increased motivation for learning; development of independent thinking and a sense of responsibility. Such results are explained from the point of view of the theory of pedagogical systems. That is, when the family and school function as a single system, their synergistic (mutually reinforcing) effect occurs. This provides higher efficiency than the simple sum. Integration is also of great importance from a psychological point of view. When two environments that are important for the child – family and school – put forward the same requirements and values, then trust, a sense of security and self-confidence are strengthened. This has a positive effect on its overall development.

         Summary

In conclusion, integration between parents and school is an important pedagogical factor in the upbringing of primary school students. Their mutual cooperation has a positive effect on the comprehensive development of children. The results of the study show that as the level of integration increases, the discipline, interest in knowledge, and social activity of students increase. Therefore, it is necessary to develop systematic measures to strengthen family-school cooperation in the education system.

REFERENCES USED:

1. Sukhomlinsky V.A. I give my heart to children. – Tashkent: Teacher, 1984. – 320 p. 

2. Makarenko A.S. Pedagogical poem. – Moscow: Prosveshcheniye, 1987. – 384 p.

3. Yuldoshev K. Fundamentals of pedagogy. – Tashkent: Science, 2010. – 256 p.

4. Musurmonova N. Family pedagogy. – Tashkent: Teacher, 2015. – 180 p.