The Practice of Partnership and Differentiated Communication of the School with Parents in the Educational Process

For a long time, the family has served as the main institution of education, and now it is considered that it has an advantage over public education in matters of the formation of the child's personality and his spiritual development. Almost every school tries to develop its own parenting policy, which the parents of the students do not always agree with. This leads to misunderstandings and conflicts. As part of this work, the following problem was raised: on the one hand, for the effectiveness of the educational work of the school, cooperation with parents is necessary, and on the other, there is a lack of knowledge and competencies among school staff, creating barriers to effective interaction. The purpose of the work is to identify, describe and systematize the practices of interaction and communication between the school and parents, ensuring their cooperation within the educational process. To achieve this goal, tasks were formulated, which consist of analyzing various studies, considering the peculiarities of interaction between the school and parents, as well as discovering various principles of effective cooperation and making recommendations. Thus, successful work is of a research nature and is an integral part of three main chapters. The first chapter is devoted to the theoretical foundations of the study of educational activities in the modern world. It examines the basic concepts of interaction with parents in Russia and in foreign countries. In addition, the first chapter examines the literature on approaches and concludes that there is no typology of families in the educational context. The second chapter is devoted to the research methodology. This section describes a general approach to research - qualitative data collection. This section also specifies the algorithm for conducting the study, the reliability of the information and reliability. The third chapter presents the results of a study on the interaction of schools with parents. It reflects the current methods and algorithms of school interaction with different types of families, as well as a typology of families on parenting issues. This chapter describes the perception of parents by the school administration, lists the causes of problems in the interaction of teachers with parents and draws conclusions about the specifics of the school's work with families.