Theoretical and Methodological Foundations of Interaction Between Family and School as a High Social Responsibility in Child Development

The article considers one of the EGS principles (S—high social responsibility) and raises the question of how the interaction of family and school affects the development of children. The article analyzes the scientific literature of domestic and foreign researchers in the field of principles of family education, interaction between family and school, as well as factors affecting the effectiveness of such interaction. It is determined that the key component of helping the family to perform its functions is the formation of parental competence. The qualitative formation of parental competence occurs only in the process of cooperation with the school, which, in turn, leads to conscious parenting and thereby affects the harmonious and comprehensive development of children. The authors, on the one hand, considered the existing forms of interaction between school and family, and on the other, presented alternative options. The article reveals the basics of building interaction between family and school, assuming a unified system of upbringing of the younger generation, embedded in the interplay with such social institutions as the family, educational institution, and society. The basics include the formation of conditions for successful personal growth and self-realization, the creation of active cognitive motivation, prevention and maintenance of mental and physical health, and the development of adaptive capabilities that allow flexible response to changes in the modern world.