Forming family communication values in primary school children in the digital educational environment
https://doi.org/10.51955/2312-1327_2022_4_146
Abstract
The article addresses the issue of schoolchildren studying from home by means of e-learning platforms and resources. The authors highlight the importance of family communication values, detailing the specifics of their formation, as well as consider effectiveness of online learning platforms such as Moscow Electronic School (MES) in terms of conducting family-themed lessons for primary school students. Special attention is given to textual and visual content of e-lesson scenarios on the topic of family in terms of their design, perception and educational impact on children. The research is based on a socio-cultural methodological approach and relies on a variety of research methods, including literature review, review of didactic materials, synthesis, generalization. The authors specify criteria for analysis of educational materials as well as how family values and examples of positive family interactions as key value orientations of the modern society are presented in digital educational resources. The article emphasizes the need of maintaining a balance between employing learning tools available within the digital educational environment and preserving the role of the teacher as a transmitter of national, individual and universal values and traditions. The study has practical significance as it provides guidelines for effective selection and updating digital educational content for family-themed lessons in primary schools. These guidelines may aid teachers in accumulating online learning resources with certain substantive and procedural characteristics beneficial for promoting a positive image of the family
About the Authors
Lyubov V. Bannikova
Moscow City University
Russian Federation
Russian Federation
Candidate of Sciences in Pedagogy, Docent
4-1, 2nd Selskokhoziastvenny Proezd, Moscow, 129226
Viktorya I. Morozova
Moscow City University
Russian Federation
Russian Federation
Candidate of Sciences in Pedagogy
4-1, 2nd Selskokhoziastvenny Proezd, Moscow, 129226
References
1. Bajkulova, A.N. (2021). Izmeneniya v povsednevnom obshchenii, vyzvannye razvitiem novyh sredstv svyazi: gruppovaya virtual'naya kommunikaciya i sushchestvuyushchie riski [Changes in everyday communication caused by the development of new means of communication: group virtual communication and existing risks]. In Effektivnost' kommunikacii: vliyanie sfer obshcheniya na faktory ee dostizheniya [Communication efficiency: the influence of communication spheres on the factors for its achievement]. Saratov: Obshchestvo s ogranichennoj otvetstvennost'yu Izdatel'skij Centr "Nauka": 177-188. [in Russian]
2. Bannikova, L.V., Morozova V.I. (2021). French Textbook as a Means of Family Education. ARPHA Proceedings, 4: 87-98. DOI: https://doi.org/10.3897/ap.e4.e0087.
3. Baron, G.-L., Zablot, S. (2021). An Analysis of French Teachers’ Digital Resources Production: From Personal Resources to Formal Communities. IARTEM 2015: Textbooks and Educational Media: Perspectives from Subject Education: 107-117. DOI: https://doi.org/10.1007/978-3-030-80346-9_33.
4. Basogain-Urrutia, J.X. (2021). The Management of E-Learning Platforms and Online Assessment in Primary Education Through the Prism of School Engagement and School Culture. E-learning in the Time of COVID-19, E-Learning, 13:. 89-100. DOI: https://doi.org/10.34916/el.2021.13.08.
5. Dupont, S. (2017). La famille aujourd’hui: Entre tradition et modernité. Recherches familiales. 15: 163-165.
6. Fiofanova, O.A., Bokova, T.N., Morozova, V.I. (2020). International comparative analysis of national state electronic educational platforms for schoolchildren. Revista Inclusiones, 7 (S2-3): 51-61.
7. Grinshkun, V.V., Remorenko, I.M. (2017). Frontiry "Moskovskoj elektronnoj shkoly" [Frontiers of Moscow Electronic School]. Informatika i obrazovanie. 7 (286): 3-8. [in Russian]
8. Llorca, M.-Ch. (2020). Pédagogie et numérique. Médecine des Maladies Métaboliques, 14: 218-229. DOI: https://doi.org/10.1016/j.mmm.2020.03.004.
9. L'yuis K.S. (2020). Rastorzhenie braka [Dissolution of marriage]. Moscow: AST, 128 p. [in Russian]
10. Mikhailova, S.V. (2020). Uchitel XXI veka: vyrazit sebya cherez tsifru. Razmyshleniya do i posle provedeniya master-klassa [XXI century teacher: expressing oneself through digitals. Thoughts before and after the masterclass]. Inostrannye yazyki v shkole. 8: 54-60. [in Russian]
11. Nazarov, V.L. (2021). Shokovaya tsifrovizatsiya obrazovaniya: vospriyatie uchastnikov obrazovatelnogo processa [Shock digitalization of education: perceptions of participants in the educational process]. Obrazovanie i nauka. 1: 156-201. DOI: https://doi.org/10.17853/1994-5639-2021-1-156-201. [in Russian]
12. Nilova, K., Salihova, E. (2016). Intrazona semejnoj kommunikacii: sociopsiholingvisticheskij aspekt [Intrazone of family communication: sociopsycholinguistic aspect]. London: Mezhdunarodnaya akademiya nauk i vysshego obrazovaniya, 204 p. [in Russian]
13. Rostovskaya, T.K. (2020). Sistema cennostej i zhiznennyj uspekh: vzglyad raznyh pokolenij [Value systems and success in life: perspectives of different generations]. Sotsialnaya politika i sotsiologiya, Т. 19, №1(134), 81-89. DOI: https://doi.org/10.17922/2071-3665-2020-19-1-81-89. [in Russian]
14. Sauvé, K. (2020). Conciliation famille-travail-bien-être... Que vivent les mères et les pères d’aujourd’hui? Familles d’ici et d’ailleurs, Chicago: University of Chicago Press: 19-22.
15. Sidenko, A.G. (2021). Vzroslye i deti v internete: tsifrovye privychki [Adults and children on the Internet: online habits]. [Electronic resource]. URL: https://kids.kaspersky.ru/wp-content/uploads/sites/2/2021/10/210910_KIDS_Report_RU_2021_Site.pdf. [in Russian]
16. Taipale, S., Farinosi, M. (2018). The Big Meaning of Small Messages: The Use of WhatsApp in Intergenerational Family Communication. ITAP. Human Aspects of IT for the Aged Population. Acceptance, Communication and Participation. Lecture Notes in Computer Science. Vol. 10926:. 532-546. DOI: https://doi.org/10.1007/978-3-319-92034-4_40.
17. Tareva, E.G. (2018). Tsifrovaya epoha i pedagogicheskie professii [The digital age and pedagogy jobs]. Vestnik Moskovskogo gorodskogo pedagogicheskogo universiteta. Seriya: Filosofskie nauki. 3(27): 85-90. [in Russian]
18. Tareva, E.G. (2021). Yazykovoe obrazovanie v epohu postmodernizma: krizis sistemnosti ili novaya sistemnost? [Language education in the postmodernist era: system crisis or new system?]. Yazyk i kultura. 53: 270-289. DOI: https://doi.org/10.17223/19996195/53/17. [in Russian]
19. Vachkova, S.N. (2021). Vliyanie “Moskovskoj elektronnoj shkoly” na deyatelnost uchitelya [Influence of Moscow Electronic School on a teacher’s activities]. Vestnik Moskovskogo gorodskogo pedagogicheskogo universiteta. Seriya: Pedagogika i psihologiya. 4(58): 10-25. DOI: https://doi.org/10.25688/2076-9121.2021.58.4.01. [in Russian]
20. Vygotsky, L.S. (2005). Pedagogicheskaya psihologiya [Educational Psychology]. Moscow: AST: 670 p.
21. Waddell, N., Overall, N.C., Chang, V.T., Hammond, M.D. (2021). Gendered division of labor during a nationwide COVID-19 lockdown: Implications for relationship problems and satisfaction. Journal of Social and Personal Relationships. 38(6): 1759-1781. DOI: https://doi.org/10.1177/0265407521996476.
22. Zebdi, R., Plateau, E., Delalandre, A., Vanwalleghem, S., Chahed, M., Hentati, Y., Chaudoye, G., Moreau, E., Lignier, B. (2021). CONFAMI: effets du confinement durant l’épidémie de la COVID-19 sur la vie des enfants et leur famille. L’Encephale, n. pag. DOI: https://doi.org/10.1016/j.encep.2021.06.021.
23. Zubkova, Y.V., Baikina, J.O., Sergeeva, S.V., Burkhanova, I.Y, Koldina, M.I. (2021). Electronic visualization tools in education. Revista de Tecnología de Información y Comunicación en Educación. 15(3): 150-160. DOI: https://doi.org/10.46502/issn.1856-7576/2021.
Review
For citations:
Bannikova L.V., Morozova V.I. Forming family communication values in primary school children in the digital educational environment. Crede Experto: transport, society, education, language. 2022;(4):146-158. (In Russ.) https://doi.org/10.51955/2312-1327_2022_4_146
Views:
18
JATS XML
Email this article 