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NATIONAL RESEARCH UNIVERSITY HIGHER SCHOOL OF ECONOMICSINSTITUTE OF EDUCATIONYana MikhaylovaFolk parental pedagogies: the case of MoscowSummary of the PhD thesisfor the purpose of obtainingPhilosophy Doctor in Education HSEAcademic supervisor:Prof. Katerina PolivanovaDoctor of ScienceMoscow — 2018The dissertation was prepared in Institute of Education National Research University HigherSchool of Economics.Address: 16 Potapovskiy Pereulok, Building 10. Moscow, Russia 101000.Mailing Address: 20 Myasnitskaya Ulitsa Moscow, Russia, 101000.Academic supervisor:Katerina N.
Polivanova, Doctor of Psychological Science, Professor, Centre for ContemporaryChildhood Research, Institute of Education National Research University Higher School ofEconomics.Scientific conferencesThe findings of this doctoral thesis were presented at the following scientific conferences:"Children and society: social reality and innovation", an all-Russian and internationalscientific and practical conference participation (RAS, Moscow, 2014). Presentation:“Moms of first graders: everyday pedagogy "."Parenting and Personhood: Cross-cultural perspectives on family-life, expertise, and riskmanagement», an international conference (SSPSSR, Kent, 2016).
Presentation: «Folkparental theories»."Motherhood and Fatherhood through the Prism of Time and Cultures", an all-Russianand international scientific and practical conference (Russian Association of Researchersin Women's History, Smolensk, 2016). Presentation: "Everyday pedagogic practices ofmothers of first-graders".Research findings were also presented at seminars held by the Institute of Education NationalResearch University Higher School of Economics, and academic workshops for postgraduatestudents held by the Institute of Education National Research University Higher School ofEconomics.Journal publicationsMikhaylova (Kozmina) Y.Y.
Mothers’ pedagogical beliefs in the first year of school //Psychology and Education www.psyedu.ru. 2017. № 1. pp. 75-85.Mikhaylova (Kozmina) Y.Y. Matching of Parental and professional pedagogical views //Modern preschool education. 2016. № 9. pp. 34-41.Mikhaylova (Kozmina) Y.Y. Sivak E.V. Do discrepancies between parents and other familyabout childrearing priciples affect parental self-efficacy? // Journal of sociology and socialanthropology. 2015. № 4. pp. 65-81.Polivanova K.N., Vopilova I.E., Mikhaylova (Kozmina) Y.Y.
Sivak E.V., Nisskaya A.K. Theconcept of parental self-efficacy and modern parental education // Educational studies. 2015. №4. pp. 184-200.Mikhaylova (Kozmina) Y.Y. Sivak E.V. Scientific parenting: What worries parents and whatsources of information they use // Educational studies. 2018. № 2. pp. 8-22.21) Introduction: the relevance of the dissertation studyChild’s home environment affects considerably his or her education. As demonstrated byextensive research carried out in the recent decades, parents are one of the key figures in the fieldof education. Parental practices and beliefs largely affect the conditions under which their childreceives education, as well as the child’s attitude to learning and his or her academicachievements.
Attempts to overcome inequality in access to education face insufficient effortsexerted by professional teachers within educational institutions (for example [Savelyeva et al.2016, Tenisheva et al. 2016, Goshin et al., 2017, Wilder 2014, Lareau 2011, Galambos 2003]).Russian and international experience of working with parents attest to the necessity ofconsidering parents' views, rights, beliefs and other factors related to the situation of parents[Hämäläinen 1993]. However, in the modern context it proves to be a challenging task.Firstly, one needs to take into account persisting demographic and institutional trends that haveaffected parenting in the recent decades and may have had an impact on the interaction betweenthe child, his or her parents, and grandparents.
Among the said trends one should especiallyconsider the increase in the birth rate, the growing number of single-parent families and familieswith children whose parents got married for the second time, the increase in the divorce ratepostponing the birth of the first child until a more mature age, the decline in the number ofabortions, the decrease in the number of children born to parents who have not formallyregistered their marriage, the high proportion of nuclear families, and a large share of thepopulation being oriented either at having many children or not having children at all[«Population of Russia – 2013» 2015, Shcherbakova 2014, Zabayev et al.
2012, Vovk 2005,Isupova 2000, Sinelnikov et al. 2010, Voronina et al. 2008]. Significant changes have beentaking place in legislation regarding education and upbringing of children, as well asdemographic and family policies [Chernova, Shpakovskaya 2013]. At the same time, experts arepointing at the increasing incidence of negative factors, such as dysfunctional family settings orviolence affecting the life of a child in the family [for example, Volkova et al. 2016, YarskayaSmirnova et al.
2008].Secondly, nowadays changes are taking place in the ways knowledge and beliefs aboutchildrearing are transferred from generation to generation. As shown by research in ethnographyand history, long before scientific theories were formulated, there already existed certaincommon beliefs about how and why adults need to interact with the child [Aries 1999, Luhmann2006, Kon 1988, Kosheleva 2009]. However, in contemporary Russia the majority of parents atthe moment of birth of their first child lack or hardly have any experience of «holding a baby»[Zabaev et al.
2012, Gross et al. 1989]. Young moms and dads tend to have less trust in theirparents as to matters related to their children [Sivak 2016, Arber et al. 2012]. Modern parentsprefer to rely on the media, opinions of their peers, friends, or other parents rather than on advicefrom previous generations [Sobkin et al. 2013]. Studies of the image of parenting in youngpeople’s minds state that the perceptions of parenthood of the young generation can be described3as diverse, contradictory, and inclusive of both traditional and modern cultural patterns[Bezrukov 2014].In addition, parents face dozens of competing approaches to upbringing offered to them bypsychology, medicine, and pedagogy [Chernova, Shpakovskaya 2016, Polivanova 2015].
Thereis a growing number of publications, websites and web communities offering advice on childrenand methods of upbringing [Chernova, Shpakovskaya 2013, Kukulin, Mayofis 2010, Gurko2000]. As the researchers note, what used to be a commonplace, relatively unimportant andprivate routine of families and children, has become the subject of intense debate about theeffects produced by parental practices upon the new generation and the society in general [Lee etal.
2010, Hardyment 2007, Gillies 2006, Isupova 2000, Chernova, Shpakovskaya 2010, Shadrina2017].In the context of such variety, those who have children face the necessity to build their parentalstrategies on their own, to reflect their own pedagogical beliefs and to choose suitable models ofupbringing [Chernova 2013]. Today’s «good» parents are supposed to intensify their efforts andinvestments with respect to their child [Polivanova 2015, Chernova 2010 Hardyment 2007, Leeet al.
2014, Furedi 2001, Avdeeva 2012, Bezrukova 2016]. At the same time, it is worth notingthat parents do not always succeed in implementing their ideas about parenting in practice. Forexample, in his study based on interviews with parents in big cities I.V. Zabaev shows thatchildren between the ages of 7 to 17 prove to spend more time under the tutelage of educationaland medical institutions rather than their parents.
As a result, parents «often fail to see what toolsthey can use in the upbringing of their child» [Zabaev 2005]. Thus, on the one hand, it isrecognized that parents’ goals, values, attitudes, and practices should necessarily be taken intoaccount, and that parents need to be involved in the learning process.
On the other hand, there isa growing differentiation in the level of parental competence, parental practices and beliefs.2) Problem statement; a brief literature review with indication ofgaps in the scientific knowledgeSince the twentieth century, parenting has been the focus of interest of historians, psychologists,sociologists, anthropologists, doctors, and teachers. A wide range of studies explores theproblem of childhood and parenthood (for example, [Denzin 1973; Bluebond-Langner 1980;Qvortrup 2005; James et al.
2008; James et al.. 2015; Jenks 1996; Osorina 2008; Arjes 1999;Bornstein et al.. 2017]). It has been shown that different areas of adult life, such as family,career, and mental health, are affected by the context is which a person was growing up, which,in turn, is largely determined by parental practices [Kon 1988; Bronfenbrenner 1979;Domitrovich et al. 2001]. A large portion of research explores the correlation between parentalpractices and beliefs, on the one hand, and the academic results shown by children, on the other(please refer to [Roksa et al.
2011] for a review of studies on the issue).Notwithstanding the above, the researchers acknowledge that so far there is no complete andconsistent description of parenthood [e.g., Reid et al. 2015]. Therefore, many theoretical and4methodological issues arise, whereby researchers agree that parenthood cannot be looked at assomething constant, culturally universal, or contextually independent.
In particular, J. Valsiner,continuing the line of reasoning of L.S. Vygotsky, shows that the context largely determines thedevelopment of the child [Valsiner 2000, Valsiner 2005]. This, inter alia, dictates what actionsshould be taken by parents and other surrounding people to support the child’s development, notto mention the fact that in various cultures the goals of upbringing and development may varysignificantly. Thus, it proves to be impossible to create a universal model of parenting practices.What a parent does, in what contexts he or she performs, what results he or she expects: all thisproves to be determined by a complex amalgam of existing cultural concepts and practices.State-of-the-art studies in the sphere of parenthood face the lack of thorough researchmethodology relevant to the phenomena under investigation.
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