A leading Russian education expert, Professor Ekaterina Alexandrovna Alexandrova, delivered a keynote address at the All-Russian Scientific and Practical Conference “Polysubjectivity in Education” on in Perm. The conference focused on the methodological foundations and practical tools for building a partnership system involving all participants in the educational process – teachers, children, parents, and social institutions.
Professor Alexandrova’s keynote address centered on creating conditions for fostering understanding between parents, and children. This focus reflects a growing recognition within the Russian education system of the critical role parental involvement plays in a child’s development and academic success.
As a member of the Scientific Council of the Russian Academy of Education (RAO) on issues of upbringing, Professor Alexandrova also moderated a section dedicated to discussing the potential of the family as a subject of upbringing. The discussion analyzed child personality development within the family context, emphasizing effective practices for interaction between parents and educators. This highlights a move towards a more holistic approach to education, integrating the home and school environments.
The conference was organized by the RAO, the Ministry of Education and Science of the Perm Territory, the Autonomous Non-Commercial Organization “Open Institute of Vocational Education,” and the Department of Education of the city of Perm. This broad coalition of organizers underscores the importance placed on the conference’s themes at both regional and national levels.
The emphasis on parent-child interactions and the family’s role in education aligns with broader trends in child development research. Studies, such as those highlighted in the Journal of Political Economy, demonstrate that parent-child interactions significantly impact the formation of skills. A child’s sense of being loved and competent, nurtured through parental affection, shapes their noncognitive skills and fosters learning. This research suggests that investing in programs that strengthen these interactions can yield substantial benefits in educational outcomes.
the conference’s focus on effective practices for interaction between parents and educators is particularly relevant in the context of increasing migration. Research presented at a 2019 conference at the Institute of Foreign Languages in Moscow highlighted the need for programs to support children of migrant families, suggesting that targeted interventions can accelerate their learning process. The conference in Perm, builds upon this existing body of knowledge, seeking to broaden the application of effective practices to all families.
The Saratov Scientific Center of the Russian Academy of Education (NC RAE) at Saratov State University is prioritizing research into effective practices for interaction between parents and young teachers within educational organizations. This research initiative suggests a commitment to providing evidence-based support for educators and families, aiming to improve the quality of education and foster positive learning environments. The focus on young teachers is particularly noteworthy, as they may require additional support in navigating the complexities of parent-teacher relationships.
The 2024 “Child in a Digital World” Forum, supported by the Ministry of Science and Higher Education and the Ministry of Health of the Russian Federation, demonstrates a continued national focus on child development and well-being. While the specifics of that forum differ, the underlying commitment to supporting children’s growth and education provides a broader context for understanding the significance of the Perm conference.
The concept of “scaffolding” – where parental interventions are adjusted based on a child’s observed abilities to enable learning – is a key element of effective parent-child learning interactions. This approach, as detailed in research published by Wiley, emphasizes the importance of tailoring support to individual needs, fostering a child’s independence and confidence. The discussions at the Perm conference likely explored how educators can collaborate with parents to implement such scaffolding techniques effectively.
The conference’s emphasis on polysubjectivity – recognizing the interconnectedness of all stakeholders in the educational process – represents a shift towards a more collaborative and inclusive approach to education. By fostering partnerships between teachers, children, parents, and social institutions, the Russian education system aims to create a more supportive and effective learning environment for all.
