Traducere Engleza

MINISTRY OF EDUCATION, CULTURE AND

SCIENCE OF THE REPUBLIC OF MOLDOVA
STATE PEDAGOGICAL UNIVERSITY "ION CREANGÃ" IN CHISIN
INSTITUTE OF EDUCATIONAL SCIENCES

CUZNETOV LARISA
PARTNERSHIP AND COOPERATION

SCHOOL-FAMILY-COMMUNITY.
QUALITATIVE EDUCATION OF
CHILDREN AND PARENTS

Chisinau, 2018

UDC 37.018
C 98
Approved for editing by the Senate of UPS "Ion Creangă"

from Chisinau (minutes no.
(Protocol No. 12 of December 28, 2017)
Feedback:
Dr. Platon Carolina, University Professor, USM
Dr. Dandara Otilia, university professor, USM
Dr. Zagaevschi Corina, Associate Professor, UPSC

Description of the CIP of the National Chamber of Books
Cuznetsov Larisa Leonid>
School-family-community partnership and cooperation. High-level education for children and
parents. Larisa Cuznetsov. UPS "Ion Creanga" from Chisinau; GO OUT. Primex com SRL, 2018
- 188 points
Bible .: pp. 184-187 (51 titles)
200 e.g.
ISBN 978-9975-110-93-8. External links

© Larisa Cuznetsov, 2018

ISBN 978-9975-110-93-8. External links

content

Introduction 6
Chapter 1 . CONCEPTUAL - -
FRAMEWORK FOR SCHOOL FAMILY COMMUNITY EDUCATIONAL
PARTNERSHIP
1.1. Conceptual limitations 8
1.2. Educational partnership from a socio-psycho-pedagogical perspective 12
1.3. School and community as learning partners 19
1.4. The family as a decisive factor in the quality of the colabo - ing education of the
residential school community 25
1.5. Educational partnership as a factor of evaluation and effectiveness of the image of an
educational institution, student and family 45
Chapter 2 . SOCIAL SIGURAREA IN PROVIDING Parents with QUALITY
2.1. Theoretical foundations of parenting practices in the context of positive
psychology 53
2.2. Strategies for empowering social actors to achieve effective school-family partnerships
community from a lifelong learning perspective 62
2.3. Parent education in school-family-community partnerships 68
2.4. Educational factors and some forms of interconnected cooperation with parents and
students 73
Chapter 3. D IMENSIUNEA ETHICAL AND STRATEGIC COLA BORĂRII -
- -
SCHOOL FAMILY COMMUNITY
3.1. Possible blockages in an educational partnership 85
3.2. Code of deontology of educational partnership 89
3.3. Practical tips and principles for improving cooperation between school, family and
community. Technology of partnership in the education of parents and
children 92
Appendices: some models of improving the education of children and
parents through school-family-community cooperation
1. Education for the family as part of an educational partnership ... 108
2. Classes with parents and children attending kindergarten. Large and preparatory
group 113

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3. Family educational activities for parents and primary school students 120
4. Classes with parents in the field of family education and upbringing 128
5. Educational partnership efficiency model 136
6. Designing an educational partnership 137
7. A possible model of media education 138
8. Study of cooperation in the school-family-community partnership. Questionnaire for
teachers 141
parents 142
students 143
11. Study of school-family-community partnership. Questionnaire for library staff 144
12. Code of deontology of educational partnership. Communication and behavior of educational
agents 145
13. Extract from the Family Code of the Republic of Moldova 146
14. Informal curriculum for parents and community workers 148
15. Project model of cooperation in the school-family partnership. 159
16. Project model of cooperation in the school-family-library partnership 164
17. Criteria for assessing the behavior of students, parents and community representatives in school-
family-community cooperation 169
18. Training workshops for learning partners 171
19. Model partnership agreement 174
20. Basic parenting skills. Pedagogical models of family education and shaping positive
parenting 176
21. Concentric model of parenting skills 178
22. Interactive pedagogical model of family education 181
Bibliography 183

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... The best thing is to ensure that the family has a natural right,
working to educate parents, that the state has a good advisor in them, and even a
strong but enlightened opposition.
Constantin Narly

... Family education, together with high-quality education and training
within the human family, social positivity in schools and in the context of the
community as a whole has a decisive role in the development of
personnel - nalităţii the whole person only if the person is dear to life and values
eternally human beings became guides of his conscience and moral conduct ...
Larisa Cuznetsov

5

INTRODUCTION

The essence of strategies, policies and practices in the field of educating
children and parents is reflected in the Code of Education of the Republic of
Moldova , the Education 2020 Strategy and the Strategy for the Development of
Sector Skills and Skills - Parents for 2016-2022. The fundamental aspects of these
documents are reflected in a set of decisions that are set up in actual projects and
activities at the macro- and microstructural level. Of course, the national policy in
the culture of education and training is expressed in a series of principles, Gene
options - RAL, strategies and mechanisms for the training and education of
children, students and adults; development of educational partnerships /
EP; modification and modernization of the education system, which directly
affects the quality of upbringing children and the family, cooperation with the
entire community.
Advanced experiences of European countries and procedural logic - its
actions confirm that only educational partnership cooperation with informal and
informal institutions; involvement of all interested communities will ensure a high
quality education for children / students and parents of aces - Torah. At the same
time, we will get what we want: a civilized, human, truly democratic society,
open to creativity and innovation, whose education and culture will
be oriented towards eternal human values and harmonious and dignified
training of the young generation.
We consider it very important to approach this problem, because the contact
of the family with the kindergarten, and then with the school, teaches parents to
cooperate with the formal institution, helps them gain first relational experiences,
communication and

6

cooperation with Community actors in the protection, promotion and provision of
effective education of children.
The article's topicality and originality is supported by the approach of
educational partnership as an integral and coherent system of elements-formal,
non-formal and informal institutions, viewed from a broad socio-psycho-
pedagogical perspective.
Analyzing the article, you can see that each chapter and subsection contains
findings and some results of research conducted in this field in recent years.
Summary of work and suggestions applied posting - bound invites the reader
to read reflective and participatory con - contributed to the professionalization of
teachers of the future, but also genres - listed work in the field of education, which
will ensure RE / update and promote the experiences, skills of the actor, agent and
effective partner educational.
In this context, we can express our gratitude and thanks to the pen - support
TRU and contribute to the support, development and implementation of projects
and technologies to improve school-family-residential / PE cooperation, Ladies
and Gentlemen:
- PhD, Associate Professor (Associate Professor), Carolina Calaraș;
- PhD, headmaster, Maria Braghiș;
- PhD, researcher, Silvia Șpac;
- teacher, school principal Eleonora Goncear .
I strongly believe that the monograph will be helpful for teachers,
psychologists and school principals, students - ing from pedagogical
departments; parents who want to document, verify and improve the quality of
education - smoking, learning partners and actors of their own training and
development - Permanent officials.

Larisa Cuznetsov

7

Chapter 1
CONCEPTUAL FRAMEWORK
EDUCATIONAL PARTNERSHIP
SCHOOL-FAMILY-COMMUNITY
1.1. D CONCEPTUAL ELIMINATIONS
Pedagogy discussed for a long time about colabo - tion and family
relationships with educational institutions and community - Community. In fact,
until the 90s, these proportions are reduced to "educational consumption" (R.
Ballion, 1982 Stănciu- lescu E., 1997) with the family, and the number of attempts
disp - prices diversification, valuation and improving cooperation relationship with
websites of educational institutions.
The formation of man in any society is CONSISTENT - the influence of
Tatul and the activities performed by the adult generation on the growing
generation. Adults play the role of educators, which differ from their education,
because they are connoisseurs, pure - pathophysiological and promoters of the
community value system details. Namely, this position is the criterion for
legitimizing the authority of the educator regardless of the position held by him (be
it as a parent, teacher, psychologist, teacher or institution, etc.).
Based on the fact that the social community consists of a set of institutions to
influence the growing generation that require a coordinated, correlated systematic
and forced - Fied researchers in the field of educational sciences, the scientific
circulation embodied in the concept of educational partnership .
The nominated concept tends to occupy a central position in contemporary
pedagogy and stands for a system /

8

holistic and typical curriculum, flexible and open to educational issues
Solutio - MINATION, highlighting the interconnectedness of educational agents in
all their complexity, aimed at achieving optimal learning opportunities and
managing them (in an educational institution).
Educational partnership is a fundamental concept - mental and complex,
reflecting the attitudes and relationships of colabo - rare social agents who become
partners in the field of education [13]. However, cooperation is an operational
concept.
Accordingly , the learning partnership includes as an attitude:
- acceptance of educational activities and influence from educational agencies;
- providing equal opportunities to participate in educational campaigns - joint and
effective;
- awareness of responsibility for one's actions.
As part of the relationship, the educational partnership includes:
- cooperation of educational agents in various forms and fashions - loose focused
on building the child's personality;
- optimal communication between social actors participating in education;
- qualitative cooperation in the field of interconnection and pooling efforts to
achieve joint educational activities;
- optimal, systematic interaction and feedback obtained and approved by all
partners.
For the purposes of researchers education is defined as a form of
communication, cooperation and cola - boronating for children in the education
system and the process [5; 6; 8; 13; 14; 41; 49 etc.].
In this context, it should be mentioned that the learning partnership takes
place in parallel with the learning process.

9

educational. As its creators and actors educational need constant attention and
make prints and char - ter systematic, prospective and durable.
Family-kindergarten-school-community educational partnership includes a
team of educational entities: children, parents, educators, teachers, teachers,
managers, psychologists, members of the community who are involved in the
upbringing, education and health protection of the child; representatives of the
church, police, jurisprudence, non-governmental organizations and the media.
The genesis of the concept comes from the sphere of economic life. In the
1970s, importance was attached to productive work, supported by other decision-
makers. In the early 1980s, this model also entered the field of education,
stimulating the development of the concept of an open school [13], which is
deepened and broadened in the context of strengthening ties with industrial
enterprise and changing technological and vocational education of pupils and
students. (Cristea S., 2000).
The specific pedagogical content of the learning partnership concept can be
emphasized according to the following methodological points:
a) Benchmark forms of education / training for employment
com - Plementaritatea relations between school and special institutions - twisted
directly or through various contractual relations in the development of
educational programs / non-formal education;
b) The concept of management of reference , which requires the intervention of
the decentralization strategy based on the optimal use of existing resources at
Community level edu - cant regional and local authorities;

10

c) reference operating procedures present DIF - rental existing between
partnership and sponsorship.
The definition of the concept of learning partnership is proposed in the
specialist literature at the level of the operational concept, recalls Sorin Cristea
[13]. From this perspective, the educational partnership is:
- commitment to negotiate joint action;
- the contribution of resources, changes, contacts, related networks to constructive
goals;
- provision of educational services by social agents;
- an agreement on mutual cooperation between equal partners working together to
achieve a goal;
- a framework for solving problems of institutional cooperation - resilient,
coherent action, by defining the objectives of the framework of clear division of
responsibilities and evaluation procedures (in a limited time and space). Based on
the foregoing, conclude that the partnership of edu - It fulfills two general
complementary functions for cations :
a) a position opening the organization of a kindergarten / school for various
institutions and personalities outside the sys - Mulu education;
b) perform a synergistic function in the education and upbringing system ; relations
of the school with other social institutions directly and indirectly involved in
achieving the goals of education
According to pedagogical researchers, the types of learning partnerships are
classified according to three criteria:
(a) field of activity (cultural partnership, economic partnership, social assistance,
etc.);
b) scope of activities (internal or external partnership);

11

c) mode, which can be a partnership promo - vation and implementation of
educational projects; partnership based on different social networks.
In summary, an effective educational partnership - focusing not only on joint
decisions, design, implementation and monitoring, but also joint efforts to comply
with ethical standards.
1.2. P ARTENERIATUL EDUCATIONAL PERSPECTIVE

SOCIOPSYCHOPEDAGOGICAL
The problem is phenolic educational partnership - the aforementioned social,

cultural, psychological and pedagogical, and even historically related to the
formation and development of educational institutions; sentimentalization of the
parent-child relationship; responsibility of the family and society to educate young
generations and the need to optimize parental skills, including satis - making the
needs of the family and school in providing high-quality social assistance. There
have always been fairly stable social relations between the family, kindergarten
and school.
In recent years, we have witnessed an intensification of individual relations
between parents, administration and teachers of these institutions. Re-designation
of a family relationship with kindergarten, school and community is directly
dependent on the new economic relations and the emergence
of the phenomenon of consumer society (E. Stanciulescu, 2002), but also the
responsibility of all social actors.
It is obvious that the essence of the representation of the consumer - Zinta
ideology of wealth and prestige: parents choose for their child image
considerations of the educational industry and cooperate

12

modality. Today, parents add to these requirements the quality and value of
educational services.
Educational consumerism, appeared relatively recently, as - scale PATA,
opening a large number of private educational institutions, claiming that they have
a special status.
The active relationship of the family with the school is also stimulated by its
partnership with the kindergarten, which is stimulated by the emergence of
important family stakes of the school type: statutory, instrumental, emotional,
cultural, which are clearly visible at the end of the preschool age.
How It Happened - as an effective family education, it cannot replace
preschool staff, intercom and peer relations.
With the departure of the child at kindergarten, the facility becomes a real
element of everyday family life.
Parents comply with the requirements set by the preschool, and this in turn
takes into account some of the requirements set by the family. The feedback that is
more active and Effi - cient, child education is more diverse and quality.
The analysis of the family-kindergarten-school relationship allowed us to
observe certain evolutionary and qualitative stages that have been established and
recorded historically and socially. Since the beginning of this
relationship - different, they focused on family education, followed by a period
when the institution informative ed u cat and you assume unequivocal
responsibility of the formation of personality, which was also exaggerated and
extreme in their child's education.
Currently, the company realizes that it will respond - sabilităţii double
family and educational institution to the top - led state and community, focusing
on educational cooperation and partner family - school - community. Part of
Neriatul - education is a social and pedagogical phenomenon
13

gogic, which assumes a systemic and cognitive-constructivist approach to
education, which is oriented towards respecting children's rights; helping the
family, appreciating students and parents.
In order to prepare the family to undertake effective part-time education,
nership considering kindergarten and school com - Ponente important family life,
we would like to highlight the key areas that are influenced by these institutions.
Areas of family life influenced by kindergarten and school
1. The size and division of responsibilities of the family take them
Both institutions have an impact on this area. There is a pre - cizare volume
and re / division of family responsibilities.
Both tasks and responsibilities of supervisors, up - guiding, helping or
assisting the child in the lesson preparation process - the lesson is complex and
varied, required to be verified to be bad - lysed efficiently, which prints the new
importance of moral and ethical relations - and, roles and parental and fraternal
functions.
2. Family budget
Leaving the children to kindergarten or school affects the simulator - paying
the household budget. Parents spend a certain amount of money on Buge - the tulle
family to pay taxes, purchase necessary articles, equipment, etc.
3. Content of family education
Kindergarten and school family has a positive effect in the forms, methods
and content of education, the sky - when you give children and parents of cultural
capital and intelec - tua is profitable from the point of view of the requirements of
social and moral education, which attracted positive recognition from
teachers. Under the influence of the învăţămân t organization , parents and
strategiil change and improve the content is educational.

14

4. Supervision and control of children's behavior
Educational institutions obliges parents to exercise con - trol more rigorous
and systematic public child and family place.
5. Rhythm and family schedule
Function â nd set hours, kindergarten and school in particular determines the
rhythm of family life, exercise â nd direct and indirect pressure on the set every
day, seven â nal and annual family.
6. The emotional climate of the family
Educational institutions influence the emotional climate of the family, the
creation of conditions of satisfaction and dissatisfaction Surface - tion, uncertainty,
frustration or safety, reliability. Others - tea and relations with cadrel
children 's teachers placed in front of family enjoyment, the provision of
services; opportunity or threads, conversation, shaping the relationship between
parents and children, but also deliberate - locating nervousness, stress,
fatigue.
7. The image and reputation of the family
Evaluating the activity of the child, school principals and teachers evaluated
implicitly and operation efficiency and proper - 's parental rights imaging influence
of the family, the child and her reputation.
8. Family lifestyle
Thematic meetings of parents, consultations, lecturers - mollusks and other
forms of work with parents, contain many recommendations, advice on
the organization of their daily nutritional regime , rational and healthy lifestyle,
which raises the level of general family culture and contributes to - Betting on the
conditions of the family environment .
9. Integration in the community
In turn, kindergarten, and then school include the family in a network of new
relationships, fostering its integration with society.

15

It gives adults a unique social role and identity of the father of a particular
child (who teach well, is capable of mathematics, it bu n sports, etc . ) .
10. Vocational counseling
The school is committed to a very responsible activity related to child career
orientation and counseling, helping the family to design the student's future as real
and concrete as possible.
These areas must be known, aware; managed and supervised by adult
relatives, of course AJU - the track of the education office that has become the
best educational partners . The family, in turn, also exerts a set of trifluoro - Ents of
these institutions. Our experience and synthesis of the literature on the relationship
with the FAMI their e-kindergartens, schools emphasize let many influences and
pressures in June and the family ns you you tions injured.
First, it should be noted that the family, by participating in activities
organized by the pre - or school institution , can challenge any activities and part of
the educational process.
Recent studies show that parents are interested not only in the immediate
academic success of their children, but in some general issues the specific
perspective of the functioning of the institution, forms and techniques used in
working methods educated you single with children.
Q n relationships with kindergarten and school, the family can Mani - a trick
as a power factor, because it can be an option to open the institution to the family
and the possibility of public expression of opinions in parents' associations and the
media. Contact with parents expands the social world of teachers, their social
networks. Priority

16

for informal meetings involving not only the opening of credit - institutions to
parents, but also the opening to the family institution, and that the various social
factors of the family and school.
Mutual forces opening up to active teachers - Health has increased with
professional self-improvement, and parents oblige them to raise their cultural
level and improve parenting skills and influence.
Parental participation in various educational activities, for - men's and non
ensures the quality and transparency.
Direct relations of the institution with the family, especially with parents
belonging to active social categories, create a new factor of evaluation and control
of teachers' activities, which contributes to the formation of a positive authority
and teacher reputation, but also causes some discomfort for them.
It is no coincidence that 83% of the teachers surveyed were in favor of
individual contact and informal family, and limiting collective activities, especially
the demon - Stratos hours , often involving parents.
Another point of the educational partnership - ment is that the involvement of
parents in their child's school has introduced a third force / actor - Family,
intermediate, and demanding and interested in school-child relationship.
This mediation is beneficial from a psycho-pedagogical point of view,
because it optimizes the child's knowledge, communication between educational
entities, ensuring the unity of requirements.
However, it would not be argued and / or accused of running Neef - parental
bonds to some school administrator or teacher of course, is that parents show
open - inheritance and interest in work and credit dialogue initiatives - education
institutions with the family but not their expectations

17

Into t deauna are satisfied. For this purpose, he knows well - ized types of
cooperation partners family, school (Table 1).
Table 1
Types of partners in the school-family cooperation

Types
No. do Type of relationship Behavioral strategies

families
institutions
learned - land
1 2 3 4 5
1. Customer Auto - noma - focused on the
excluded - autumn
Relations unidirecţio - nal interventions - outside
family. Exi - gent to
ASPEC - Teleorganization
2. Guarantor Community - m - focuses
Relationships unidirecţio - NAL type oving out on the implant - resource
advice - a glimmer of this community
institution - educational
institutions
3. Relationships based on exaggerated Pre - sion Gro Hierarchical
demands on the part of the family, up
sometimes on confrontational
relationships - the interventions of the
educational institution are
aimed at educating children
and the family
4. Part - ner Centered - colabo oriented - rare,
Collaborative Relationships; the cola - boronatin participation, feedback
family participates in school g
decisions
18

1.3. AND THE SCHOOL AND THE COMMUNITY AS PARTNERS

EDUCATIONAL

It is known that propagates and multiplies school positive attitudes and patterns of behavior model
for supporting edu - cantly and family values, active participation of institutional and social
(community).
In our variant, the school must know all educational social institutions and establish neighborly
relations, i.e. cooperation, development and monitoring of a special project of the educational network,
which we called the Map of the educational network (Fig. 1).

Picture 1. Map of the educational network
The map of the educational network should be placed in an easily accessible place in the
school. This could be analyzed during the first general meeting of parents, so that they would know the
specificity and possibilities of each social / environmental institution in the field of educational
assistance.

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Educational assistance provided by nominated institutions may have various directions:
S animator;
S tutor;
S helpful;
S health care;
S stimulation ;
S for the promotion of moral and spiritual values; to promote cultural values, etc.
This diagram can be supplemented and used as a reference for mapping learning opportunities in
school (indication of interest groups, sports sections, etc.) provided that phones, leaders and specific
services are presented.

Recommendations for the school:
♦ inform parents about the activities of institutions res - pectin and educational program for a group or
class (objectives, content, strategies, etc . ) ;
♦ systematic information for parents about child development and performance (intellectual, physical,
personality traits, behavior, performance eva - influence, competitions and quizzes, etc . ) ;
♦ the organization of schools for parents (grandparents, youth, etc.), focusing on various topics of life
and health care, education - CATIA, gender, children's rights, etc .;
♦ organization of psycho-pedagogical counseling for children and parents / family (systematically -
development of counseling focused on development and prevention, including - if necessary);

twenty

♦ involving parents in various activities in the educational process that have an impact on
the local community - the local community (charity concerts, charity campaigns, exhibitions,
Christmas evenings, competitions, etc.);
♦ conferences and round tables DiS - fold and to exchange views and experiences in the edu - cation of
children; involvement in the activities of social networks on the Internet, etc.
The community as an educational partner

The complexity of the problems of the modern world requires that the community be an effective
support and partner for the family and school in raising children. They began to actively use the
postmodern pedagogy and circulation of scientific conceived - tulle community
educational [13]. Learning community is defined as a whole, social relations and cultural environment in
the vicinity of the child, which contacted directly or via a parent / family, including various centers
School (S. Cristea E. E. Stanciulescu Vrăşmaş etc . ) .
Family relations and cooperation with various spe - specialize in health care, rehabilitation
pedagogy, jurisprudence, psychology and so on. This is not a new invention SOCIAL - are present
fathers, but has a relatively long history, marked by various periods of active or less active collaboration
both parents and specialists.
Intervention and community impact / install - institutions that are oriented in two directions:
a) parents / family;
b) children.

21

M. Segalen [36] distinguishes a socio-educational intervention, defined as a set of professional
activities of specialists aimed at helping, supporting and advising parents in their educational function. An
important form of social and educational intervention is the education (training) of parents, which
consists in improving the attitudes, skills, abilities and competences of parents.
As already mentioned, socio-educational interventions target not only the mature population
(parents), but also the underage population (children), and tend towards collaboration, partnership,
structuring and relational behavior [15].
Social institutions that can be involved in educational partnerships with family, kindergartens and
schools are:
- the media, including the Internet, as a promoter of universal and national values, new ideas and
reforms, as a support for educational, fun programs for children and parents;
- non-governmental organizations, i.e. institutions and ways of participating in the life of the
community and forms of promoting volunteering towards harmonization of social relations;
- the Church as a key pillar of education and promotion of Valo - religious, moral and spiritual
countries;
- children's centers to create supporting initiatives for gifted children , involved in education and in
the growth of their cosmetic spreads of all kinds and genres of art e t c;
- medical institutions as important and needed partners in the field of health care for children and adults
as contributing - distributive to creating a healthy lifestyle for community members ;
- business enterprises that are able to sponsor various educational programs, provide material support to
families, disadvantaged children or educational institutions;

22

- Police for Preventive Pop Law Education - govern and promote various citizen, pedestrian, etc.
education programs . ;
- Internet club, sports club, etc. that the child has become acquainted with IT
possibilities, calcu - Latorica sport , physical education, etc.
Basically, each institution in the local community, the rapprochement - the child of the market,
influences the shaping of his personality in a certain way. In this regard, let's not forget that the influences
can be negative at times, such as: nightclubs, clu - Boer gambling, sports competitions, secret life-
threatening youth, etc.
The main objective of social institutions, educational coincides with parents, schools, and is in the
shape - bad and maintaining a positive cultural environment that would help aces - tora in creating,
nurturing and harmonious education of children - Lulu privacy, society and professional.
All kinds of specialists with whom the family comes into contact through the child (teachers,
psychologists, doctors, lawyers, etc.) directly and indirectly exert an educational influence. In this way,
children's education becomes a community problem, a problem of even national and global importance.
On the other hand, daily practice shows that trifluoro - enta these institutions are very high, but not
absolute. Heaven - Cetara know n typhous more and more emphasized the importance of the
family - Lia. Being a parent is today a profession, which needs to be learned like any
other (Pourtois, 1989). Today more and more often we see parents who want to be informed, educated /
trained, supported in the growth, development and education of children, but unfortunately there are also
parents who do not fulfill their obligations.

2.3

Q: In recent years, we have all become witnesses and active participants in many parent and child
education and training projects. The people involved in the projects are diverse: ordinary families and
families belonging to the disadvantaged category of residents, incomplete families (parent company),
families with specific deviant behavior.
It is important to realize that the colabo - ing report of families from these institutions share the
ecological relations established in the Neighborhood Network - the district (in the city) and
the suburb (village), which again have a great impact on children and adults, therefore are educational
environments. Thus, the family's living environment directly influences its behavior and even parents'
educational strategies.
The concentration of some material resources in human schools and other educational institutions
(libraries, clubs, stadiums, etc.) and allows the community to intervene with the beneficial effects of
edu - the cation family and children. Thus, community interaction is done for formal, non-formal
and formal. The state has an obligation to ensure the optimal operation of the detained - Mulu formal
education, but do not neglect it and the fat-free and rmal and / or informal, which seems to be real
citizens with active life guard, to participate in building prosperity and democratic societies.
In this context, we propose that educational institutions together with the Parent Council /
Committee prepare a Map of the educational network (previously exposed), starting from the conditions
of a specific community, making it available to parents and children. , attracting so many social partners
to educate children and parents, taking full advantage of the possibilities of each educational agent vs. the
actor.

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1.4. F AMILIA AS THE DECIDING FACTOR
QUALITY EDUCATION IN COOPERATION
SCHOOL - FAMILY - COMMUNITY
Today, the family needs help from the state, school and community as never before. Family
problems have become very diverse and much more complicated than 20-30 years ago, but still the
family, using its functions, is the primary environment, but also the basic one in which it shapes and lays
the foundations of the personality. Although family policy at the state level (the Republic of Moldova)
and at the European Union level has a modest history and is the result of concerns about socio-
demographic trends, it significantly contributes to raising the standard of living of the child and the
family [20]. Moldova, like other countries in different parts of the world, Europe included, is con - led by
complex social problems associated with aging, increasing the imbalance between ge - cooler, changing
conditions in the labor market; Amplifi - that poverty and social exclusion, devaluation of
COMP - tamente of family values pollution, etc. Demographic trends - daughters, increasing migration of
people are changing behavior - their families and increasing number of families that do not have
Ispra - Vesca children's education are considered as key issues - how many of them start shaping state
policy. Study and analysis of established bibliographic sources [6; 32; 42; 43 etc.] It shows that there is
also no common family policy at the European Union level, moreover, no official definition of the family
has been adopted . Although Art. 33 of the Charter of Fundamental Rights legitimizes the EU's
involvement in political debates and decisions

25

Family policy, the definition and implementation of policies is considered to be the choice of Member
States, local authorities and public services. The Economic and Social Committee recommends - that
encourage member states and states to join the EU, integrate and activate family size to develop and apply
the Effi economic and social model - a system of active support for families and children [35, p. 153]. In
this context, starting from the fact that the community does know the real level of family welfare and
difficulties, we decided, however, to determine what the specific contribution of the family should be to
solving the nominated problem. Unless the state family received help, it has no social and moral right to
be passive in the microstructural politics that comes from the school and other social actors. In this sense,
a responsible attitude is required of the family, especially as the age of marriage has increased in recent
years, and young people have become more aware of family - dependent ties [35; 36], they teach the
compulsory and optional courses in psycho - logy and the pedagogy of the family. And the developed
world Experience shows that local social partnerships are run by schools and are becoming effective
mechanisms for providing further assistance from the family psycho-pedagogical functional edu - cations
of the child. The most popular form of helping parents - in improving their parenting skills, is advising
Lia's friends / adults and children, focused on development and prevention, which may take place
during school activities for parents who have organized and successfully conducted educational
partnership in this context (here the school engages its specialists and other actor bed in society, such as
the church, children's library, various cultural centers, health centers, etc.). Obvious

26

that the development of social and economic benefits of the Desti - Nate family requires a serious
commitment of the state, but contracts - bad psychological and pedagogical assistance / educational
quality remain the responsibility of educational institutions of various levels. Ple - you give this strategy
not only of the reasons that they are filled with experienced professionals in the field of
education - Bosnia and training, and so that the child is no longer here. It is where more attention is paid
to the intellectual potential and moral development of his working sistema - tic family, the emphasis is on
improving the quality of the adult stem. In many educational establishments (kindergartens, schools,
colleges, etc.), cola has grown over the last 10-15 years - the Boráros family and other social actors; the
fruitful activity of school-family-community partnerships is initiated and sustained. That is why showing
and describing the persuasion of Prac - the development of a titanium in the fact that today the family has
sufficient potential to achieve growth and successive development - şilor them. Despite some sentences
and dire predictions, observer - the ferry from our time on family education of children, communication,
and relationships child's parents, the interest that mani - trick parents into self-improvement has been in
partnership with schools, allow us to conclude that most of the families are aimed at to improve
these indicators of parental competence . Hearing more than 2,000 parents from urban and rural areas
showed diligence in this matter. Absolutely all adults confirmed that the level and quality of children's
education depends on the responsibility and competence of parents, their willingness and tendency to
self-improvement, systematic and effective cooperation with the school. We must rightly not
underestimate the importance of the family in acquiring an education

27

CATIA the younger generation in its collaboration with many Acto - social countries, which it pursued
and the noble purpose of participating in the training of the child's personality, become partners and
educational resources - Some valuable. Therefore, we will start our research by analyzing the potential
and moral climate of the family, which we consider as a decisive factor in achieving high-quality family
education, and we will consider it a catalyst for effective social partnership that would serve to increase
cohesion. , Adaptability and family will con - tribute to the strengthening of parenthood; cultivating
behaviors worthy of adolescent generations, but also of adults.
In several studies, we addressed the issue of educational partnership, but the emphasis on the
quality of cooperation between social institutions has been prioritized in educational institutions. It was in
the recent research, explained in the monograph Practical philosophy of the family (2013), that I
reviewed this position. The conducted research, our observations and analyzes allowed us to realize that
the moral action of all family members, feelings, values and their aspirations, i.e. all the elements that
make up the moral culture, the moral climate of the family, become a decisive factor in initiating,
maintaining and activating social partnerships, including educational of the school-family-community
type, the generic of which for the above reasons could be modified in the family-school-
community formula below . In this sense, we would like to draw attention to the importance and primary
role of moral ideas in human behavior in various life situations and human existence . Along with this,
we explain the complex situations in the family, causing joy, happiness , optimism and a heaven of
sadness - mood, pain and suffering. As we all know, human life is a path as clear and predictable as it
is

28

Surrounds, wavy and often unpredictable ontology of the context, its existential events in the material /
natu world - Oral use in the spiritual world, subjective awareness. The nature / biological world exists
objectively beyond the human will, and the psychic world of human consciousness exists
subjectively. Both correlate, complementing each other, consolidating the unity between consciousness
and human behavior, which is an important phenomenon that begins to take root in the family, school and
community, strengthening and practicing them in the life of the individual.
Hearing and discussing a topic that is how to interact with them , i.e. the objective world of the
subjective human being is a Funda philosophical problem - a mental one that, if you take care and use of
age-appropriate education, the family, starting from the early period of a child's life, make a significant
contribution to the formation of the unity of consciousness of moral integrity and moral conduct
indicator - Boulevard, in this climate of moral family. This approach puts us in front of a concrete human
existence, because man belongs simultaneously to the world / biological goals as part of it - Ponente and
the psychological / subjective world, which causes the formation of moral consciousness, the personality
of each person (based on moral culture). ) . So human behavior depends on the presence of consciousness,
the unity of the biology of the intellect / Ratiu - we and the soul that allows it to act as a social
being; formulate your value priorities, reflect, be active, research, create; to self-improvement and
trans - forms a better world around them, including life behind - Sonal and family life. This pattern of
behavior and internalization is imitated by children, and then they grow up and develop to imply - ruling
their own life, family and community. Action

29

Man in society is characterized by the creation of material and spiritual goods, intended not only for the
individual, but for the entire human community. Thus, this thesaurus of values becomes the cultural /
spiritual ethos of society. In our case, we define the family as an important component of human culture
and the representative (the oldest community created by humans) evolved by improving the dimension of
the material, but also spiritual; values, ideals, moral ideas, which we will try to define in this study and
emphasize their importance in the qualitative education of a child, self-improvement / improvement of an
adult; pro-family and pro-family social partnerships [5; 6; 14; 17; twenty]. This is a reason to get to know
ideas, parents 'opinions, the approach to the family as an actor and a decisive factor in working with the
school and the community to improve family life and education, increase parents' manifestation and self-
improvement.
In the target aspect, we update and distinguish two concepts: opinion (doxa) and idea (eidos,
idem). Opinion is a personal opinion of something, and an idea is exact knowledge of something that is
generally accepted and comes from common sense. Due to the fact that not only are not the same, but
should be clearly separated regarded - Dera C. Enăchescu [19, p.145], and warns us that the idea of a
person can be known if we know their opinion. Joining us on this statement, we realize the pre - cizare
and the ending: a man having a culture of knowledge first studies / researches the phenomenon and then
exposes ops in front of him, invoking and arguing.
So let's see how moral ideas affect the lives of family members. First of all, it is important to
understand that ideas, because of their origins, can be the result of the internalization of culture.

thirty

the human experience of the individual begins to form in the family, the elementary cell of society, and
then differentiate and consolidate in school and in the community. Thus, a child, including a parent,
treated not as a passive object of influence and upbringing - CATIA, but as a subject - the actor's
courses, is manifested through ideas, aspirations and moral actions, through objective knowledge of
reality ; manifesting itself as a valuable product of thinking / reflection, intellectual activity and effective
parent-child relationships. The idea, in general and moral ideas, in particular, involve two
dimensions: knowledge about moral behavior - bad human and to support this knowledge.
To raise awareness of the importance of the family in social educational partnerships, sharing
ideas of moral evil - Lizama still travel to this kind of idea, C. Enăchescu analyzed in the context of moral
psychology. [19] Their form and content value, ideas are of several types: scientific - typhus (from the
knowledge possessed by observation and / or experiment); aesthetics (an expression of a sensitive
knowledge of beauty shaped by contact with nature and works of art); philosophical (special category,
defined as the property of the human spirit) and moral (category moral , values, norms and moral
principles). Moral ideas are an expression of values derived from the idea of Good , from which derive
man's debts towards himself, towards others and towards the Divine [Ibidem, 19, pp. 145-146]. Moral
ideas have origin / beginning of conscience indicate - Boulevard, they develop and they are based on the
assimilation of human culture in society moral ideas of an internalized person through moral education
get a family / seven years at home, which contributes to the Above-ego moral formation of
aces - Teia. Basically, everything is clear at first glance, but still shows up

31

question, but what do moral ideas have to do with a child's education and school-family-community
partnership ?
By continuing the research, we will try to highlight our vision, which is very close to the opinion
we have seen in communication with adults, which we advised on various family matters. About 70-75%
of families in society endure the council believes that many pre - designed views and insults at family
passivity, parental incompetence, reluctance and inability of parents to honor their functions etc. Research
conducted recently an attempt - tioane representative shows that the situation is one that leans more in the
direction of positive indicators and the family business imbue - ment of his condition, children's
education, harmonizing relationships - present family. Of course, we cannot deny that we
have broken families, temporarily disintegrated families in need and in danger, but let us not forget,
however, that there are predominant families who are responsible and willing to learn something new, to
make changes in communication and family relations, in raising and educating children. In this sense, let
us understand that the standard of living, economic conditions, social status, and human culture are and
have always been decisive for the idea of family cooperation with school and other social institutions. in
the intended direction.
Different types of polymorphism of ideas have been studied in order to observe them, and that the
concept of an idea related to intellect, human cognition and intelligence, family - Lia his. Those, which
are objective and specific to reason, are shaped and developed thanks to education, especially systematic,
qualitative education, which, in our opinion, cannot be effectively achieved outside the family, school and
social partnerships. The nature of the objects and the categories they

32

the ideas are varied, but also include the moral and emotional com - Ponente, which varies according to
the discipline of the person in the family, which allows them to address the decisive question of the
formation of a person's personality.
The essence of moral ideas was discussed by Im. Kant, which was defined as a categorical
imperative that raises debt res - ponsabilitatea behavior of a person, including forced - tivity of individual
application and compliance with them [23; 24]. In this context, we can come up with the promotion of the
idea of focusing family, child and parent education on cultivation and moral enhancement, that is,
developing a person's ability to formulate and pro - mova ideas, actions and moral behavior everywhere
in their personal and social environment. Specialist literature [3; 2; 4; 7; 9; 21 etc.] Explains extensively
the norms, attitudes and moral feelings, moral behavior, moral education, but their relationship with the
development and promotion of moral ideas in the family approaches more modestly, which reduces
all - health education and undermines the essence of moral awareness pro - sophisticated and
praxeological aspects of human behavior and existence.
Now consider moral ideas and their role in edu - cation quality of the child in the context of the
partnership school-family-community. If family life as a social life includes the moral life of the
individual in all its aspects, and moral life requires a focus on ethical values, and this obviously implies a
certain order of valo priorities - rice is a noticeable need for the development of the child and family
towards developing and promoting moral ideas. Namely, moral ideas, as well as the moral life of a
person, refer to consciousness, mental life, understood as the spiritual-soul dimension, which correlates
with the character, conduct and qualities

33

personality. The moral norms transmitted by education (knowledge of the authorized-practice
introspection) are fully functional, while the person respects the shaping and improvement of
con - tinuu. This moment forces us to work in school and other social institutions with family / students
and parents, being a socio-educational project focused on promoting the idea that actio - my moral in
order to be capitalized at all stages of life in a consistent and ethical manner that focuses on continuity,
perseverance and adherence to moral standards (even despite hypocrisy and negative consumption
aspects). Moreover, even ASPEC consumer partnerships - family-school-community molluscs would be
suitable to offer opportunities for rebirth / rebirth and re-improvement / improvement of cooperation
focused on mutual respect, responsibility, morality, behavior of social partners in high-quality financial
sponsorship of educational institutions. The target point can be illustrated by the following equation:
Work Family after birth - SILORA and habitus development of primary moral of the child, the school
continues the work started by their parents, while instructing copies - le and realizing broadening and
deepening of knowledge, social integration, including parallel reap the benefits of parent education; and
politicians, state institutions offer social and ecological support - mical families, children and all social
structures that provide useful and needed their services. Of course, the diagram is simplified, but it allows
you to observe the feedback and basic function of each social partner and be aware of its importance,
including the responsibility and strength of joining forces in achieving the expected results: a well-
educated person is one thing. focused on the idea and moral action, worthy of civic behavior.
So moral ideas are shaped and perfected as a dream - timentele the moral foundation of internal
structures related to mentality

34

the human donkey and its specificity - reason, but they depend to a large extent on upbringing and the
environment, on continuous action for the good of the individual and for his good. Moral ideas, through
their content and manifestation, concentrate in themselves and express the moral values that a given
person possesses. In this context, we see how current is con - statarea. Ready. Kant, according to which
moral ideas belong to the transcendental category , which consists of the following subtypes:
the psychological idea of the soul; the cosmological idea of the world and the theological idea
of God. They represent the a priori categories of reason, since they anticipate every empirical act. Moral
ideas overlap with moral values, which express: the concept of good, duty, responsibility - all this has the
character of an obligation - on the border of a person. Only then is the duty imposed by human reason
manifested in constant moral actions, and then we can talk about a man cultivated from a moral point of
view and a man's moral psychology. Confirms the expe - life ence and other contemporary investigators,
C. Enăchescu , who noted that psychology moral studies close relationship between moral emotion and
moral ideas of moral person [19, p.147]. We develop this clear idea, mentioning that each person and, of
course, this educational agent and actor must know and be guided by the principles of moral psychology,
actively implementing them in their personal, family, professional life and in family-school cooperation. -
Community. Fill in the idea exposed by identifying not only the interconnections and correlation with
social partners, the entire spectrum of activities promoted in it requires adaptation to moral aspirations,
ideas and actions, including con - duit Moral models . In the final aspect, there is a need to show the
role

35

Morality and a willing person of the creator, because without their moral ideas they will not be realized in
actions and com - concrete portamente and our reflection on them will remain only a dream. To support
this vision, we will make updating the thought of the philosopher A. Fouillée, which emphasizes
the importance of the idea-force that characterizes them as an indissoluble unity of thought and
action, behind the real - horizon of practical value. The strength of these ideas lies in their ability to
direct the will as the energy of the soul towards performing moral actions. [21] It can be seen that the
moral idea is at the center of the axiological intention. To do something means to use an idea that always
relates to the value in which we recognize a moral idea. Action and idea are always closely related to
a person's moral conscience. Therefore, the family, each adult member / spouse, parents, grandparents
and other relatives; the school and other social actors, partners in the field of child's upbringing, are
obliged to behave in dignity, to focus on thoughts-ideas-actions-moral facts, to approach the young
generation and to each other in a triple hypostasis: family and educational partner focused on
cooperation; Agent, carrier of ideas and values, facilitating action - NII and moral education; The actor's
family, schools, community - par - ticipants actively derive the moral and ethical heritage of society
(raising children, and manifests itself permanently as the subject and actor of their own
training). Certainly, by moral ideas we mean those ideas that contain and express the value associated
with the Good, and family-school-community social partnerships, organized and implemented on a moral
basis, perpetuate this Good, be it moral, spiritual, material and, of course, general well-being
existential. While the goal is clear, we often see people, especially children,
teenagers,

36

sometimes even adults who confuse or do not understand the fact that ideally any moral attitude or action
contains the idea of good, that supreme good that every being aspires to spiritually, and by good we mean
everything that is useful and needs to be answered , a trend that gives moral, material
and spiritual satisfaction . From a metaphysical and moral point of view, good becomes the measure of
man, just as the measure of good is the conscious and educated man. In this way, the idea of good is
at the top of the hierarchy of the intelligible world [19, p. 149].
We must remember that from an ethical point of view, the idea of good is consistent with moral
norms, becoming the quintessence of the ideals of a person striving for happiness. Correlating moral
ideas with the aspirations of each individual and all members of society concerned the goal of achieving
and fulfilling the condition of happiness, including the family, the idea of good, will wear - Yarn and the
expression of moral action it and will be best reflected in family-school-community cooperation.
Of course, at this point we can treat moral as a moral obligation characterized by complementary
personal behavior and social actors involved in various partnerships. The idea of goodwill entails moral
action and moral duty, which are constitutive elements of moral conscience. Moral conscience cannot
exist separately from moral feelings and aspirations. However, staying connected will contribute
to moral behavior
In the context of a targeted, small intrusion into the history of cul - ture of civilization, it is
possible to note that the moral idea con - stituted gradually and slowly, turning over the centuries

37

Their human thought and history, is subtracted from the actio - nile desirable or undesirable human
person. Examples are - ple, the ancient Greeks established a moral doctrine that linked Santa's fru - with
good (kalos kai clips), and his vision of Im. Kant, the idea of moral good related to debt, making a
person responsible - GL subjects his actions to the moral law. The philosopher warned us that the moral
idea is the idea of good done out of duty and subject to responsibility, therefore the individual must be
aware of his actions from beginning to end [24]. In addition, per - Soana having a moral conscience,
promotes ideas, actions and moral behavior, planning goals, carefully selected means not to deviate from
moral norms. Therefore, any family man, teacher or other social actor who wishes the happiness of the
younger generation should teach their children that good deserves to be achieved only through fair means,
based on the goals and actions of MO - Ralé as immoral means examined, though at first sight who seem
to ś happy, proving the imperfections of time - present and contribute to the moral degradation of
personality.
In the initial conclusion, the value of a person depends on the internalization of moral norms,
including moral ideas and actions that manifest themselves in accordance with the unity between moral
conscience and dignified behavior. Focusing on the use of the nominated contract is the foundation of a
moral, fair, active and creative personality from a spiritual and ethical standpoint, and the basis of these
qualities is the family.
Even if it insists on the idea that a certain school must be a key institution for achieving effective
social partnership and education because it has a certain qualified staff - educated, family and other
social actors

38

adapt, cooperate and respond to the challenges of cola - Boráros effective education of children and
parenting, believe that all community institutions are simply obliged to support the efforts of both
parties / family and school, treating them as responsible social entities that activate adults, parents now
and , of course, it will activate future adults, that is, today's children. Thus, the school is not only the basis
of the support system in the field of teaching, harmonious and integral development of the child's
personality, but also an institution that educates parents and teaches them how to perform their
functions; advises them, encourages self-improvement; It orien - PLA for strengthening parenting
skills.
Finally, this aspect leads us to some explanations regarding the development and description of
educational activities of the family and school in the context of existential / life perspectives and the
effectiveness of the family-school-community partnership. Evi - dent that such an approach has an
integral child education in the family approach addressed and developed by the principles of practical
family philosophy (which are based on moral action), and then, at school, on the principles and
cloud - moral community, community, also serving as space / environment to practice moral
behavior. This leads us to define the function of educational activity (hereinafter AE). The functions
of kindergarten are derived from the pedagogical reality and the culture of educational entities, which at
the same time represent the environments in which children grow up and develop. In order to understand
and apply the appropriate concept - the function of the tulle must know that it is a Cartesian distinction,
using in the sense of cause, task, purpose, role. By resorting to researching social facts
related to education, E. Durkheim (1895) uses the term:

39

determining the causes, conditions of their operation and the resulting social effects. Thus, the function
appears as a relationship. Education through functions is related to the individuality of a person, with
individual and social needs, which it is supposed to implement and satisfy in the course of one's life. The
school fulfills its functions, the family gradually adapts to new requirements, supports and cooperates
with it for the benefit of the child, and the community ensures their diversity and consolidation through
the involvement of all social actors [Apud 17].
Researchers in the field of pedagogical sciences [8; 12; 15; 25; 35; 36 etc.] There are two kinds of
edu action functions - cant, whether they are for family or school. The functions of educational activities
are general and specific. Partially - many of all, AE, and every educational activity is a function of the
plague - nizarskiego man . We approach the mechanism of humanizing a child from various analytical
perspectives, including cultural and anthropological perspectives , considered important because it
involves the transmission of cultural products with which we started our research. In a context-oriented,
quality attention to carry out their functions and commitments to educatio - ancestral partners and of
course emphasize the importance of cultural influences resulting from people's cultural behavior in
contact with the child. This directly influences learning - bad systematic patterns of behavior,
characteristic of a particular society. That is why all social institutions, especially the family and school,
constantly use two cultural and educational situations that cause the humanization of a
child:
a) situational reactions that result in a park - Gerea, a children's path and an existential clash of different
situations and realities, ensuring settlement

40

and their professional skills, cro - Tural skill appropriate (based on many factors);
b) CRS situation , as a result of a bad crossing - strand repeating solid concrete and provides
Tran - experience spheres, skills in values and attitudes. This place is crucial for mergers - bad optimal
actions and influences family, school and social cooperation with the mentioned actors.
As can be seen from the conducted research, in both situations - preserve cultural and educational
events, axiological family, school and social actors deal with, successfully cooperating with the first two,
they become high-quality agents of education. Therefore, the family-school-community partnership is and
will continue to focus on value - cation axiomatic tool , which aims to promote, communi - cation and
learning moral ideas, values, culture and civilization - present (remains constant source of forms and
Gene - countries educational activities and one of the selection criteria and Eva - what their content)
and social functions , which means adaptation and insertion / optimal child social integration. In this
order of ideas, we notice that the mechanism of the individual's socialization is treated and explained
differently in the literature. It is certain, however, that the importance and essence of the socialization of
an individual is analyzed in the context of interpersonal relations and cooperation, and thus social
partnerships. And so J. Piaget treats socialization as a development process - strong autonomous cognitive
structures and social needs - his own human [Apud 11]. D. Stern believes that socialization is the result of
interpersonal interaction processes that contribute to the formation of personality self-awareness, and P.
Bourdieu and T. Parsons explain human socialization as a process.

41

Internalization of values and cultural procedures, conditioning - factors of natural interaction / social
actors [5] etc. As you can see, all visions have the right to life, they are va - Tante, they change by
defining colors, but each emphasizes the most important aspect - UMA interaction - us. In this sense, the
ideas of P. Bourdieu and J.-C. Passeron, in fact, are synthetic and indicate that human society, in order to
ensure its consolidation, constantly transmits culture, human life experience in the form of knowledge,
skills and abilities necessary for man as a result of his cooperation with other people [ibid.].
So that we are left to implement the ideas presented by the highlight - ing the family a decisive role
in shaping the foundations of the staff - nalităţii man, which will then be strengthened and deepened by
schools and other social institutions. In the context of the study, we will define the specificity and role of
family and school agents.
We divide the factors of family educational action into adults and minors. The adults closest to the
child are the parents, representatives , and promoters of a cofigurative culture that currently stands and
incorporates the values and patterns of behavior that ensure the social integration of the growing
generation. Co - figurative culture in the family maintains a sense of moderate and controlled lasting
change [8; 17].
Other agents adults, an important family of educational activities that grandparents, or
representatives of culture postfiguratywnej, which preserves and perpetuates the traditions and values of
ethical commitment to the home - marriage, family, children's education, organizing and conducting
SAR - Bator, etc. Culture postfiguratywna provides human culture high stability and psychological
comfort [17]. In the family

42

they often manifest as representatives of AE and minors, that is, brothers and sisters who represent and
promote prefigurative culture . It complements both and brings new values. Prefigurative culture gains
value when children start attending educational institutions, informal activities in circles, creative
centers; sports sections, etc. Children acquire and promote new, original knowledge, skills,
often condemning siblings and adults with specific values. Of course, the topic we are aiming for is the
child / adolescent AE, young, changing gradually but permanently, and that is the uma personality -
a lady in training and aspiring, endowed with a set of potentials - partly genetic and behavioral.
In the school, teaching staff and education partnerships are Didac - ia, parents, school principals at
all levels, from principals, deputy principals, psychologists, administration and final - Zande, student
council presidents and parents .
Certainly, the family-school-community partnership is a decisive tool and socio-educational
mechanism in the moral cultivation and shaping of the human personality. In context , a text discussed
and described in order to improve edu - cantly cooperation becomes valid under the
following conditions :
• ensuring moral, harmonious and empathetic relations as part of cooperation between entities in
educational action;
• adherence to the logic, unity and coherence of educational activities within the school-family-
community partnership;
• manifestation of ethical / moral behavior on the part of all educational entities;
• observing and promoting positive behavioral models aimed at a dignified and healthy lifestyle;

43

• coordination and responsible management by the school of social and educational partnerships;
• observance of the psychophysiological properties of age, gender and personality;
• respect for the rights of children and men;
• focusing on the transformation of the subject into the subject and actor of the child's own formation /
attitude towards self-education (with an emphasis on the educated person);
• orientation on the effective use of children's Perspec - tive life and analyzing the activities they carry in
achieving the goals of the project.
Finally, we believe that it should be remembered that the co - pure educational activity ,
regardless of the type and specific actor - his social and educational partner, can be of two types :
a) versatility - the space becomes the human history and culture through internalization
of - fundamental / universal;
b) private , through which he teaches man to become a man, to develop morally, spiritually,
intellectually - Tual, aesthetic, psychophysical, etc. within a specific nation and society.
The goals of the educational activity guide us to analyze their intentionality and finality . The basic
characteristics of the goal in this sense mean the beginning and the goal, the route and the end of the
educational activity. In the concept and implementation of education, the goal of the social partners is of
particular value because it guides the targeted process and gives meaning to education, existence and
human life. If adults are able to pro - projects achieve goals that are worthwhile for them, then family,
education of children and society are the means that will test models, will convince

44

detrimental to life prospects ( fulfilling the qualitative function of a son / daughter, husband and father,
self-awareness and self-directional self-realization, continuous / self-realization, education and civic
knowledge, preparation for family life, orientation towards achieving a professional and social career
school depending on skills, aspirations and individuals - the personality of the daddy of the individual ),
which will contribute to the creation of the initiative - cutting and effective operation of educational
quality partnerships of the school-family-school community and will provide pro - SPECT moral
personality training . Namely, this aspect presupposes a very serious approach of the state and schools to
the quality of education of children and parents. For November - flail this activity, carried out using a
permanent system of psycho-pedagogical, focuses on prevention and positive development of the
education of children and parents.
1.5. P EDUCATION ARTENERIATUL AS A FACTOR

EVALUATION AND EFFECTIVENESS OF THE IMAGE OF THE INSTITUTION
EDUCATION , STUDENT AND FAMILY
There are many studies about educational partnerships - Comp / PE from different

perspectives. We, however, decided on a real - theoretical and practical study of CA, which would
explain how it can provide an effective assessment of the image and the educational institution, the
student and the family. Therefore, we started with the analysis of some theoretical and practical
landmarks, previously established and confirmed by us [14; 15; 16; 17] and heaven - cetătorii: Ţoca I.
[Apud 8] Braghiş M. [6] P. Clarke [42], OageeBa EM [Apud 8] Calaraş C. [8], etc. Socio-human and
educational conditions, in which they work

45

School principals and teachers require an applied approach - the active problem of educational
partnership with the family and community partnership - the Community. Its essence lies not only in
knowledge and ana - lysis theory, but also actors and education agency joint efforts to improve the quality
of children's education. The EP is of particular importance in carrying out evaluation, constant monitoring
and improving the quality of the image of an educational institution, pupil and family. The key moment
of this process lies in the complex work, coordination and coherence of imaging colleges, their
image - ears and the image of the family with. In fact, all the phenomena explained concern image
management [8]. Surveys conducted on several samples divided into layers (students, teachers, principals
and deputy director of tori responsible for the work of teaching) led us to pay attention to people
managing weak points - TAD picture educational partnership school - student - family, among which also
identified the problem. Thus, principals and deputy directors believe that the initial specialty training
college in this regard is insufficient (83.4%) and continuous training through refresher courses,
methodological seminars, scientific-practical conferences, must con - tributed to revise / update
knowledge about the EP and management - means of painting and educating actors of the image. Based
on the requirements of post-modern pedagogy, positive psychology [8], the rates of practice and
pedagogical experience, we implemented the above-mentioned courses with the concept of managing the
image of the educational institution, the image of the student and the family. . Conscious - Sation links
between personality, profile status COMP - tamental student and his image as perceived by the audience
of peers, teachers, relatives, friends, requires

46

strengthening activities aimed at the emergence and management of the discussed
phenomenon. Activities to be taken in the room nearby - the lineage, teachers in cooperation with the
student, his family and other actors in education must be achieved through an image processing
mechanism, including the
stages: perception ^ representations ^ evaluations ^ views ^ motivation ^ beliefs ^ attitude /
behavior. As shown, the self-imagination of students is a constructive process that includes a set of
elements of this measure: volitional, social and relational, contributing to the strengthening of exploratory
behavior - a TAD unit that is structured and refined over time - Pulu creates an individual image [8, pp.
101-102]. Researchers working in this field believe that the image of a student acquires a certain prestige
in the mentality of the family, group of students and educators, which everyone needs to be sure, to feel
fulfilled and happy [6; 8; 14; 15 etc.]. In this case, we note that the image of the student is closely related
to the image of the family, the class of students and the educational institution, which directly affects self-
confidence, social relations at the student-family-school level. -community. Below we present the
capitalized and proven strategies in the PE series, which can also serve as criteria for assessing the
image of the student by the educational entities involved in the process. Strategies vs critical - ran
imaging process of evaluating the student , who must examine the educational partners systematically
educating the young generation have been developed on the basis of theoretical research and the
identification of the Particular - larităţilor personality ontogenetic addressed (during the development of
the child). Strategies also mean a designated critical - river, the assessment of which is as
follows:

47

• Strategies for setting student goals and tasks : is the reason for shaping his personality by teaching him to
set goals and tasks in his school career and in everyday life.
• Valuing strategy and valuing intellectual resources and creativity are defining development and
ensures: - great intelligence of the students;
• the strategy of moral and spiritual resources exploitation of the point - Boulevard is the moral and spiritual
qualities that mani - the trick in the behavior of the student;
• Strategy for the exploitation of psychophysical resources of related entities - mental and physical
specificities, which were constantly developed through various activities and activities;
• Strategy for the development of knowledge and monitoring has a positive personality , including
knowledge and work on the specificity of mental processes COG - Chinese, volitional and affective
processes, with traits of temperament, character, etc .;
• The strategy of using the culture of conduct (in the family, school, society), which is manifested in the
behavior and behavior of the student in society;
• Strategy turning positive attitudes towards learning activity , which is represented by the con
position - Vinge student activity on learning;
• A strategy to capitalize on successes and outcomes at school , which contributes to building self-
confidence;
• A strategy to use a positive attitude towards peers and adults , which is manifested in interpersonal
relationships with peers and adults;
• Strategy deals with efficient use and work - ing related to the consumption of free time , which gives them -

48

the opportunity to practice hobbies, improve in various aspects and relax / rest.
• Strategy-changing performances in various fields (sports, arts, etc.), which help the student choose a
future profession, have some authority and - embedded in the family, school and community;
• A strategy of effective restoration of the moral climate in the family and relations with parents ,
contributing to a positive image of oneself and the family, strengthening the development of the
student's personality;
• Strategy capitalization rational economic opportunities of the family , which facilitates the education of
students where this is justified when these resources are used, which is well-Gan - dit, without
excesses;
• The strategy of using the positive attitude of the student towards himself, which is visible through the
responsibility that the unit accepts and carries out [8].
Analysis suggests elements shows how deep and extensive knowledge and skills to be teachers,
parents and students diriginţi- in pedagogy and mana - gement personal / self-efficacy.
The image of the family is also important for the pupil, the family and for EP educational
activities. In this context of reflection, I will explain the identification parts - the specificity of the
student's family , knowledge that will help strengthen the image of the family , the image of the student
and better cooperation between school and family.
As mentioned above, the elements exposed in the activities of the EP can serve as strategies and at
the same time criteria for assessing the image of the family and its effectiveness as a perpetrator, actor
and educational partner:

49

• objectives and tasks of the family, which will Detect - MINATION its orientation;
• Moral and spiritual resources, what are moral and spiritual values, beliefs, family beliefs that guide
them - a social and educational actor;
• human resources and family structure, allowing to define - Minami composition, his ability to use family
roles and establish adaptive peculiarities, RE - and family perspective and educational
opportunities;
• a family of cultural / educational ethos [15], which gives families the opportunity to show the objects of the
value system - subjective and active education and upbringing the young generation;
• the moral climate and interpersonal relations in the family, which may be determined by the example of
adult members and the child's power of attraction, his willingness to communicate with parents, siblings,
relatives and to stay in their environment;
• intellectual and creative resources of a family that mani - a trick of culture and the interests of its
members / aspirations that the family lives;
• fears and stay connected with mem - of the family and is manifested in its organization in order to relax,
rest, enlightenment, development, etc.
• economic opportunities / resources facilitating living conditions, optimizing the upbringing and education
of a child, ensuring its members economic and psychological stability;
• name as an actor / educational system that is a mani - a trick of interest, effort and measures used by the
upbringing in the family and the upbringing of the young generation;
• active participation of the family in the educational partnership, which is achieved through effective
cooperation with children

50

le, schools and other actors in education, contributing to - the great personality of the student [8].
Our observations and studies have shown that PE awareness strategies and assessment criteria
allow teachers to get to know the student better to engage and build effective aces in creating the image of
the family - Thuja; His education and contribute to strengthening the image of the institution - educational
institutions, family, critical events to the formation of the student's personality, his own image of
aces - Thuja and the optimization of family education. Remember that the image expresses itself in the
form of opinions, visions, attitudes, beliefs, beliefs, mentality and socio-cultural symbols. As a result,
the image of the facility is also shaped on the basis of criteria, rules and interpretations that are
constructed over time, changing and gradually enriching with new elements accepted and assimilated by
the community. In this regard, it should be remembered that the image of the educational institution - the
Tamentit information system also depends on the community and senior management. In order to
determine the quality of the image of an educational institution, we propose a set of elements for its
identification: purpose of the institution, goals of the institution, its structure, human resources and
organizational culture [8]. The aim of the educational institution and is the cause of the existence of
aces - Teia, that directs its activities, which is objectified in pairs - meters needed to achieve in
education. Objectives make an institution's goal a reality by operationalizing the steps that need to be
taken through specific actions. The structure of the educational institution includes size, human
resources, the number of hierarchical levels, the number of functional structures,

51

the complexity of the work. The organizational structure is CONCOM - a tent is an identifier and a
feature of its image [ibid.]. Human resources of educational institutions, incl. for - soanele working in
various positions for students, teachers, PSI - Hologic, manager, technical staff, etc. The image and the
quality of human resources in a decisive manner depend on the powers of the institutions. Organizational
culture includes a complex set of factors and parameters that determine the ethics of directing, leading,
organizing and evaluating the activities of school heads. Considering the considerations led us to the
following conclusions:
- Awareness of the links between the individual state / period of life, his family team learning, educational
institutions and their self-perceived image as well as the public opinion determined the strategy of their
research - identification of nominated actors.
- Picture student is mutual and interdepen - independence of the family, class, educational institutions and
has a decisive influence on his personality, especially on the formation of the ego self and
answer - sabilităţii the student's personal and social development.
- The image is made up of educational institutions and structures image is very important because it shows
the quality and productive work for - forms of education of the young generation.

52

Chapter 2
ENSURING SOCIAL COHESION
IN ENSURING THE QUALITY OF PARENTAL EDUCATION

2.1. F UNDAMENTE THEORETICAL - APPLICATION
PARENTAL EDUCATION PRACTICE
IN THE CONTEXT OF POSITIVE PSYCHOLOGY
We all live in a fully equipped world with change and tran - formări an unprecedented social,
cultural and technical economic climate marked by major challenges, development and redimensionări
migration, education and social situation.
The central phenomenon for rethinking the perspective is the education of the child, i.e. the future
adult, representing the potential of a prosperous society. The level of their development, how an
individual will be able to meet the existential challenges they will face, their competences, moral, social
and cognitive maturity, self-confidence, self-realization and personal happiness, etc., depend on what the
human community will look like and society of the future.
Researchers in all fields, especially sociology, psychology and pedagogy / the triad of sciences that
guide the formation of human personality, join forces in the search for effective strategies for resolving
interpersonal conflicts; research and determination of conditions and processes conducive to the optimal
functioning of social mechanisms of human cooperation (social groups and institutions).

53

Scientific and empirical research eloquently show that people want to improve the quality of their
lives, bet on well-being, hope and optimism: contentment and satisfaction, faith in a prosperous and safe
future for themselves and their children, they stand for balance and happiness, and social equality . In this
context, we would like to mention that psychology and pedagogy are sciences that increasingly turn the
eyes of society to humanism, positivism, and moral good, looking for solutions for human education and
culturalisation.
This stimulated the emergence of positive psychology . According to the Oxford Dictionary of
Psychology [11], the concept of positive psychology was incorporated into the scientific circuit and
defined by M. Seligman in a speech at the Association of American Psychologists (1998).
The analysis and explanation of this concept was devoted to a special issue of the Journal of
Psychology of the British Psychological Association [Coliman, 2006].
Of course, the theorists, justifying and mapping the map of positive psychology [Ryff, p. 158],
concluded that school is an environment conducive to the implementation of key concepts of positive
psychology, also determined the role that it can play. , Stimulating a child's development - Lulu equally
improve the emotional well-being, psycho - social logic [40 , p. 8].
Summarizing research on the prospects psiholo - needles positively addressed so far genres of
literature - solid, it should be mentioned that this study focuses on personal development, helps students
manage situations pro - blematice responded optimally to solve them; to estab - priority issues lească that
you have to work systematically and

54

constantly in the school space; Developing a positive attitude to long-term life and a positive attitude to
school. Other researchers led by Cloman S. [10] found that implementing - tation of the basic divisions of
positive psychology in schools con - tributed not only to optimize students' personal skills, increase your
success, but also served to develop institu - institutions, which enhances performance those who study
here.
In this context, we come to configuring the value of positive psychology focused on the list of six
virtues and 24 strengths of the person's character, which was proposed to them by Seligman M.
colabo - ratorii (Table 2).

Table 2. Characteristic advantages and strengths promoted by positive psychology [37]
Virtues Character strengths

Wisdom and
knowledge Creativity, curiosity, flexibility GaN - tragedy, love for science, perspective
Courage
Courage (courage), authenticity, persistence, motivation (drive)
Humanity Kindness, love, social intelligence
The spirit of justice Honesty, leadership, team spirit
The ability to forgive, modesty, prudence, self-control
Abstinence
Transcendence Appreciation of beauty and perfection, recognition - helplessness, hope, humor,

religion

Working on the development of the theory of happiness, M. Seligman originally identified three
elements (joy, commitment and signi - liver events), then identified five important elements that cause
and maintain human well-being. Author combines them and explained in its most well-known model
recorded acronym Perma , wherein: P means positive

55

emotional tones / positive emotions : perceiving the past, present and future; E - commitment,
commitment ; R - relationship - relationships / interpersonal relationships ; M - meaning /
meaning ; A - achievements / achievements .
As can be seen, the meanings and values of psiholo - IGIE-positive should form the basis of
education in general, and of children and adults in particular . The starting point would be the family,
parents who know these values and constantly promote them through their positive actions and role
models. The relay race must be acquired and continued at a high net level by schools / educational
institutions and people in the community. In this sense, educational social partnerships should focus on
the promotion strategy of the PERMA model .
Another idea, equally important for the training staff - nalităţii human, because it is interesting and
beautiful, consisting in emphasizing the need to teach the child to become aware of, appreciate and
celebrate success , because according to the research, the child and of course as adults should focus not
only on the result, achievements / successes (can not be Æ all the time), but also enjoy the process in
which the pointer - vacuum. It greatly contributes to the emotional and moral development of an
individual
Scientists in the field of positive demon psychology - maintains that improve the quality of life
depends on the happiness state of an individual, regardless of his age and development focuses on
books - Teri indicators model allows fostering early cognitive flexi - nity ability to occupy different
perspectives and optimally / effectively targets w the ability to self-control and monitor the development
of the ability to cope with difficult situations [37; 40; 42 etc.].

56

In this context, we would like to emphasize that school and family micro level and give
all credits - better macristructural center level institutions must be a key role in cultivating and promoting
Optimis - Social Mulu. Of course, this requires policies and practices to strengthen the economy,
democracy strategies - Sation real society, improve living conditions and respect for human rights in all
spheres of life.
More and more researchers [2; 4; 7; 10; 17; 26 etc.] Demon - maintains a fact known to all. In
sec. Twenty-first century, only CEN - the thrust of all activities and activities existential humanistic
paradigm can ensure success in creating a partnership people happy to be satisfied with the quality of
their lives will be optimistic and promote moral good . Then we will approach the development of the
student's personality as an actor and partner in educational cooperation.
For this purpose, we define the essence of humanistic learning theories, which contributed to the
formulation of basic passions and the formulation of the postulates of the humanistic paradigm, which is
inherent in:
- educating the individual in a constructive position, focused on optimism and creativity;
- shaping a positive concept / attitude towards life and the need to treat it as a moral / ethical model;
- shaping the awareness of the value of an individual;
- focusing on homeostasis as a motivator and vector Teleo - the logic of all human life;
- focusing on the main goal of human life, which is the display of dignity and life courage;
- to strengthen the steady self, approached that charac - Tice essential personality;

57

- focus on eternal human values and pure relationships;
- strengthening human qualities / virtues, self-realization and their permanent practice;
- appreciating the person from the perspective of their freedom, morality, dignity and self-efficacy;
- focusing on social positivism and optimism.
In the vision of researchers dealing with pedagogy [9; 10; 22; 27; 29, etc.] The humanist paradigm
presents the INTERCO - nexiune items close to the basic cognitive paradigm of constructivist
construction. While only a cursory look at the uma theory , some of the teachings below reveal this
correlation.
Thus, the theory of freedom to teach (C. Rogers) by devel - ing cognitive science and empirical
basis of the experience of discovery and understanding of the contribution to the improvement of
education partnerships
Learning must be structured and oriented to the UMA - NIST plan , valued on the basis of
situations that allow some freedom to learn and conditions facilitating / facilitating learning, ASI - mouth
exploring knowledge. The goal of humanistic learning is to shape a fully functioning person. The ideas
depicted in this particular paper were amusing - C. Rogers ' Body Becoming a Person (1942). Based on
the client-oriented therapy system, the researcher developed a theory of humanistic learning.
C. Rogers initiated the humanistic revolution by creating and developing a system of non-
directive psychotherapy [Apud 33, p. 118].
Also within the humanistic paradigm, the theory of facilitating learning is emphasized, which is
based on Rogers' Decalogue of Learning.

58

a humanistic country , accompanied by numerous quasi-psychotherapeutic principles, methods and
models of learning [Ibidem, pp. 126-127]. We summarize the strengths of the target
methodology. Therefore, the teacher is called a facilitator and, avoiding the authoritarian connotations of
classical didactics, adheres to the principles of humanistic learning , ensuring the following
situation:
• to establish the mood, the atmosphere of the moderator of the experiments - class drive , showing self-
confidence and fit - the dances of outstanding students;
• classifying each person's goals and the overall goal of the group / class by defining specific and
general and / or complementary goals;
• supporting the student's desire to achieve the objective of concluding - PLA for him, including a major
motivation for learning ;
• organizing and accessing the largest possible category of educational resources . To achieve
scopu - countries will use educational materials, equipment, Mid - loace audiovisual any means,
including psycho - logical, which will facilitate the process autodepăşirii support cognitive and
cultural personality of the student;
• the facilitator must approach himself as a flexible, wise source of knowledge that is available as
counselor, teacher, counselor, person experienced in this field (useful for every student and the whole
group);
• the facilitator accepts and uses both intellectual and affective forms of mutual relations. It should be
open to actions of support, motivation, support and dis - vault rationing, incite and leading
intellectualization and true feelings;

59

• when they establish an acceptable climate for the classes - litatorul should be able to learn to participate
as a group member by expressing their opinions;
• the facilitator will share with the group thoughts, ideas and experienced feelings without imposing
anything. In this context, it is important that the facilitator does not carry out legal and evaluation
activities;
• Coordinator remains very sensitive to expressions and Senti - ments grader. Certainly can be positive
and negative, leading students to help them ela - boreze understanding and constructive approach in
science and group benefits;
• the facilitator must recognize / accept and accept the limitations. His interactions with his group of
students must include acceptance, dedication, guidance, observation, and careful organization as if
everything comes from within. This type of exchange with students will contribute to facilitating learning
rather than imposing it, and of course will be useful in learning collaboration and partnership qualities
[Apud 33]. So, as can be seen from Rogers' Decalogue of Science, it is a practical component of his
vision, correlating with the theory of absolute educational finality . In Visual - Uncle, the education
researcher has an absolute and perennial goal: the development of a personality at its peak (fully
functional person). Of course, designed for this purpose C. Rogers and offered them his therapy client
focused (described ws - present Global learning "concept fully functional condition the person" in
Psychotheraphy: Calculated reserach and Works - biotics, No. 1, pp. 17-26).

60

It is certain that in therapy and counseling we can make full use of Rogers' principles, while in the
educational process we cannot completely exclude the evaluation element from the three known and
necessarily researched aspects of teaching-learning-evaluation. However, the core meanings of learning
the uma - a certain personality development at its peak, a self-awareness trapped in a permanent process
of being and arising - have come and found fertile ground for resuscitation in the third millennium. I.
Negreț-Dobridor formulates a reasonable question: the educational ideal proposed by C. Rogers is similar
to the Renaissance ideal, but without its titanic ambitions. The question then arises, could this ideal not be
accepted and promoted in the third millennium of Christianity by all mankind? [33, p. 128].
Analysis of the concept and theory of the last century demon - keeps him in the 1950s in the USA,
humanistic psychology appeared. It is definitely a different freudiste psychology and com - portamental
that the 60s and 70s outlined new goals for society. PROFILAND a new economy, a new political
concept and, of course, a new concept of education.
Another famous researcher, A. Maslow, believes that the new concept of learning should be based
on a new humanistic philosophy . Such a simple and precisely formulated concept directs us to the fact
that we are aware that the function and purpose of education lie in a human and humanistic purpose. The
aim of the human person is ultimately self-realization becomes fully human / human becomes
fully that devel - ing the highest chances that humanity can achieve or can achieve individually, which
means helping a person to achieve the optimum possible. Thus, starting from the ideas of C. Rogers and
those presented by A. Maslow (1968), the new philosophy is

61

comprehensive human philosophy . He created a theory of art, the religion of society, education, a
theory of almost all great human endeavors [31].
Therefore, the Mazovian paideutic imperative to learn to be a person presupposes an internal
learning focused on knowledge and learning of one's own ego through the most important experiences of
his life, or as the researcher called culminating experiences. Peak experiences . The theory of psi -
the essence of holistic values updates internal self-education - dry, established and explained by A.
Maslow , intertwined with - rogersiene principles of humanistic education and, of course, they
can - representing their theoretical and application foundations - aspects of implementation and
effectiveness of the practice of educating children and parents through a
defensive - ment educational cooperation and partnership .
If today the school is trying to be child-friendly , it should certainly present the same position to
parents and the child's family.
This assumption is no longer just a metaphor, it is more and more often implemented and
practically explored by educators, the family and the community.
2.2. S ACTORS' RESPONSIBILITY STRATEGIES
SOCIAL TO ACHIEVE PARTNERSHIP

EFFICIENT SCHOOL - FAMILY - COMMUNITY FROM
PERSPECTIVE OF PERMANENT EDUCATION
Starting from the well-known fact that education

is a socio-human phenomenon aimed at passing on
values and life experiences to younger generations of
adults, we realize that every human being matures socially
62

is a social actor , achievable through various social roles, including the educator. In this context, the
concept of active teaching social actors derived from the community social - social is , according to
S. Cristea [13, pp. 71-72], a model of understanding the sociological and pedagogical social
status - sorului expressed by the different roles taken by him as chief of Structural or Dina - initiated
education - small relationships with other key players in education - students, adults, family - all involved
in various ACTi - tivity of professional CVT initiation / professional development, professional retraining
and of course social initiation and training, including parenting etc. .
Improving the work of teachers and students (students - TAD, etc.) as the main actors in education,
the scaling system for permanent employees and the educational process depends on the recognition and
revival of the concept of sociological teaching, social status and social role [Ibidem]. In this con - text, the
family, which is a social actor and as an important factor in edu - CATIA child primary habitus is
responsible for creating the child's personality. It depends on the biological / hereditary dowry of the
individual, the context ie the conditions, environment and of course the education he will receive. If these
three factors are appropriate, they will be quality, then the child will have every chance of being optimally
integrated into society, becoming a per - Soan and valuable, fully and harmoniously
developed personality . This focus on social positivism will be capable of continuous self-realization
and thus lifelong learning. Of course, the family has and will need not only social, economic, but also
moral, psychological and intellectual support for the upbringing and education of a child. That was what
mattered

63

on clustering a clear need to regain active partnership and cola - community housing effective school to
ensure social cohesion to ensure high quality education.
The postmodern society (post-industrial, information, knowledge-based) stimulates the
multiplication of Roles - social countries created by students, parents, teachers, education managers and
employees of various social institutions, such as: media, library network, museums, creative centers,
sports centers, medical; church etc. In fact, community is a space, but also a cultural factor so - ing, which
creates favorable conditions and context for life and education for all its members. At the same time, each
member of the community, when interacting with each other, learns from each other, becoming an
effective space for mutual relations / knowledge, mutual communication and interrelationships, including
a life-long learning space. These human activities prove that every healthy individual and in the
community is a manic - trick as an actor who is the subject of knowledge, capable of receiving the
production, processing, transformation and use of information and values [12; 15; thirty; 39 etc.].
In this context, it is necessary to mention two sides wa - Tante The first is that lifelong learning is
a pedagogical concept, a fundamental type of integrator that înglo - Beaze all aspects of the learning
process [23, p. 209], which can and should - Buie be valued according to the individual by the whole
life; and the second is to draw attention to another aspect of Impor - Tante positioning : learning to treat
as a peda - operational Gogic concept , with an indication of expansion and individualization, concrete
differentiation and its application on all sizes, shapes and educational practices.

64

At the level of educational policy, starting from theoretical assumptions and practical openings,
lifelong learning / lifelong learning becomes a factor and principle of action that designs and transforms
society into a community, an educational city [Apud 6, pp. 54-58 ] and shapes man as an effective actor
in self-becoming and continual improvement.
The concept of educational city not been yet investigated and established scientifically in the
context of postmodern pedagogy, which will contribute to increasing the responsibility of teaching all
social institutions (family, school, university, media, church, etc.), The community (ethnic groups,
peoples) in general, and each individual in particular.
P. Lengrand still in the 70s of the last century [ibid.] Wrote that placing education in the position of
a completely perma - Ponent person measures orientation and positioning them outside school and
university education along with the employment of formative gates of all social institutions. This means a
radical transformation of social structures that would favor the development of the personality in
accordance with the temporary and permanent needs of a cognitive, emotional, moral, professional and
human nature. Therefore, lifelong learning , in our opinion, is a social phenomenon naturally present
conditions and the future, is also the policy of the operation , which is beyond reform sys - tion schools,
which teach incites and engages aspirations, but also the community, civic, economic,
especially cultural , focused on building an educational society .
In this order, we intend to highlight the world politics to which the countries of the world are
gradually joining. Thus, the Global Agenda 2030, which includes a number of Sustainable Development
Goals to which the Republic of Moldova has acceded,

65

includes goals such as: to provide high-quality, inclusive, sustainable education; promoting lifelong
learning opportunities; promoting gender equality and the economic empowerment of women and
girls; strengthening the family institution, reconciling family and professional life, and increasing parental
skills and responsibility for the upbringing and education of a child [5; 6; 13 etc.].
The state policy on social protection of the family in recent years has been revised and improved
based on the requirements of the Global Agenda 2030. They are objectified and capitalized through a
set of practical actions organized in codes, strategies and programs. Thus, the Educational Code of the
Republic of Moldova, the Family Code of the Republic of Moldova, Strategy for the Protection of
Children 2014-2020, Strategy for the Development of Education for 2014-2020; Pro - grams Mellow
Parenting parenting - all focused on supporting and strengthening families, preventing
situations - risks tion to growth and education of the child; reconciling family life with professional
activity; increasing responses - sabilităţii and parenting skills; preventing violence, negli - Jari and
child abuse; limiting the negative effects of parental migration on children left behind in the
country. Basically, the policy state promoted by the decisions at the government level, codes, policies
and programs, guidance and mechanisms of basic initiation and joint efforts to improve the
actio - different, foundation and increase the social partner school - family - community to ensure high
quality of education offered adolescent generations, but also adults. It is not in vain that many researchers
dealing with pedagogy [6; 8; 15; 36; 36 etc.] He emphasizes an important aspect, even a central one,
of parenthood , describing it as a profession, a very complex profession. In the visual - us, our parenting
is not easy, the adult is obliged to do so

66

know not only the psychology of the child and the psychology of the adult - be aware of the stages of
personality development and crises, know the anatomical and physiological development of a child /
human, be informed and able to meet and create conditions for a healthy family of life; to be able to
communicate optimally, establish relationships and educate the child, etc.
Therefore, the power to compel educational institutions - Tamentit from kindergarten to
universities - (all types) to develop strategies and programs for the short and long term / future, aimed at
improving the school-family-community partnership in order to optimize parental learning practices.
We believe that these ties require the mobilization of levers - monitoring mechanisms that would
ensure competence, but also a joint effort to strengthen acts - social countries that are also an educational
agency.
Then we propose the implementation of the following mechanisms at the macro- and
microstructural level of education management of school-family-community partnership:
• Criteria for the verification of Didac - ni's front certification and accreditation of educational
establishments to integrate the Business Partnership School - Family - Forum assessment indicators
into improving parenting practices.
• conducting systematic checks and assessments of Ino - pinned diagnosis and
Coe - Sion determinations and the effectiveness of educational institutions' collaboration with the
family and other community education measures.
• Ongoing monitoring by the relevant authorities in order to know and increase the effectiveness of social
partnerships

67

attention - grabbing educational activities; aju - torarea; and family and child social support.
• In order to initiate, maintain and develop an educational partnership aimed at improving pupils' non-
formal education, development practices, parent education and avoiding the episodic appearance of
work and mimicking the school's ongoing cooperation with family and community, including state
educational institutions, the position of school educator who would be responsible for with social
representatives and family counseling .
• Job descriptions for school principals to foresee a range of responsibilities that will create a Favo - Rabi
environment for sustaining and developing school-family-community learning partnerships.
• Create educational institutions / boards commissions representative routing and coordination of
educational partnerships - Parliament , in order to improve and strengthen the education agency
business, including orders desiminării and pro - movării advanced experience in this field.
2.3. THIS IS THE ADVANTAGE OF THE PARENTS

IN PARTNERSHIP
The idea of raising parents in the sciences of family education and sociology is not new. This
sentence can be defined in the genes - ralizatoare exposed by M. Segalen in his fundamental work
on Family Sociology (2011), which in fact marks the hundredth beginning - the dierii of this
phenomenon. The researcher mentioned that the nineteenth century was focused on understanding and
correcting the family [36, p. 15] through educational activities and activities as well as parental
counseling.

68

Of course, the premises of family sociology were Contu - a course by SF. knot. The eighteenth
century first diminished in a series of observations and then materialized in the formulation of rules and
general strategies, building hypotheses that could explain the facts of co-development - bad learning
models and their construction.
Since the family did not provide long education, the transmission of knowledge, rules of conduct,
ideology and beliefs takes place outside the family through - the age group as a person's life, until it dries
up. XVII, was held in public. Social density did not leave room for the family, the intensity of external
sociability made relationships within the family, including between children and parents, to
be diluted [39, p. 32]. Hence, the thesis about the indifference of parents can be found in many
researchers in the field of family sociology and pedagogy. For example, Ed. Shorter [38] argues that
traditional pre-industrial societies lacked maternal care and love for the child (as it is understood today),
pointing out that good mothers are inventions of modernity [Ibid, p. 209]. .
Therefore, all the phenomena and disputes raised by ethnologists and anthropologists related to the
placement of an infant outside the family, extremely rare contacts between parents and children in the
first years of life; difficult living conditions for children and adults; later, the students come
from pedagogy - the quoted characteristics of the early stages of the company's development, in which
the whole community was involved in socialization [20, pp. 178-179], especially for adults and the
elderly.
Founder of pedagogy Jan Amos Comenius, informed - fold a masterpiece, Teaching Magni (1657),
to argue and write about a school for all to attend all children, boys and girls, both rich and
poor (ch. 69

sheet IX, subsection I). The scientist points out that women should not be guided by their curiosity, but by
com - moving good, honest and lucky. It is necessary for women to learn what will serve them to organize
their own life and home life in a dignified manner, to take care of themselves and the welfare of their
husbands, children and family [44, pp. 81-82]. .
Interesting and very progressive ideas for sec. XVII, but which began to gain practical value in
society only at the same time when children's and family feelings appeared and developed ,
a phenomenon studied and analyzed by Dr. Aries (1973). According to the French historian, the feeling
of childhood appears gradually, in two stages: in age. 16th century (The first feeling of childhood /
mignotage) and in the second half of the In the 17th century, when a second sense of childhood became
established , which resulted in significant changes in the functions of the family, becoming an important
stake for parents [3].
French researcher highlights another important historical fact to the matter investigated exciting
new parents - ing for children's education are historically simultaneous devel - ing school education. The
child gradually becomes the center of his family. The paternal family is replaced by a family focused on
the child, and everyday life revolves around a woman whose task is to raise him [Ibidem, pp. 50-51].
By synthesizing a series of studies by Dr. Aries, Ed. Shorter, J.-L. Flandrin, De Mause and others,
Romanian sociologist Elisabeta Stănciulescu, mentions that para. The eighteenth century was defined as
the triumph of the child, and the sense of childhood in its various forms is a special expression of
senti - Parliament, more generally, is the sense of the family . Thus, the progressive sentimentalization of
intra-family relationships contributed to their psychologization , which in modern families amounts
to 70

manifested by moral, intellectual and emotional involvement in the upbringing and education of children
[39].
Because we are aware of this situation and create conditions conducive to the improvement of
adults in pri - Western fulfilling its role as a parent and will certainly serve as a support for the emergence
and development of the theory and practice of parenting . In the second half of the twentieth century,
educational institutions began to teach the family the optimal implementation of family education
(meetings of parents on a specific topic; meetings of parents, organized by the school, with specialists in
various fields / doctors, lawyers, etc.). At the same time, lectures and schools for parents began to
function, which carried out their activities in cooperation, partnership with the school and the
community. We then propose a Model for Improving the School-Family-Community Partnership that
will serve as a benchmark in enhancing the quality of collaboration among all social actors , ensuring
awareness of the basics and preventing possible bottlenecks in the EP. Parenting skills, which can
generally be strengthened in school-family-community collaboration, have been developed and
structured - they are divided into two categories: basic skills and operational skills . In the system of
operational competences, we divided them into: competences at the level of knowledge in the field of age
and personality specificity; executive powers in the field of raising a child in the family and systemic
integration skills with the use of layers - Giil, forms and methods of education at various stages of a
child's age.
Parenting skills
Basic competences Operational competences

71
2.4. F ACTORS AND SOME EDUCATIONAL
INTERCONNECT FORMS
WITH PARENTS AND STUDENTS
Educational factors
As mentioned above, the school-family-community educational partnership is a central concept for
ABOR - offering a curriculum type, flexible and open to educational solutions, but also a form of
communication and colabo - rare in supporting a child in the educational process. He pre - project
requirements, unit, choices, decisions and educational activities between educational factors, cooperation
with action partners - their education in school-family-community cooperation. This can be seen in the
synthesis made and presented in Table 3 by the local researcher Braghi M. [6].

Table 3. Educational factors within the school-family-community partnership
Educational
Pedagogical and educational influences exerted on a Educational agencies
institutions
child at certain times
1 2 3
1. School
2. Family
3. Community:
- city library;
1. Spontaneous and continuous interventions on 1. Teachers
- the church; staff - preserve the human family, community, local, 2. Parents
- theater; national, (micro) social group, social environment 3. Students
- museum; (CRO - ral, economic, political, religious, etc.), Members of the Community -
- center Media; the influence of the community
- children's 2. Unpredictable consequences resulting from the context on growth, education and
creativity; of situations that are not intentionally intended development
7

1 2 3
- kindergarten; achieving educational goals;
- town hall; 3. Direct and indirect pressure from "vast
- Directorate- but heterogeneous and unequal mass of
General for information";
Education, Youth 4. A characteristic feature of the
and Sport; questionnaires is the height - offered by
- polyclinic; the expansion of various media networks,
- the police; with many pedagogical
- inspection for implications - Tiplic positive (and
minors, etc. negative);
5. Incentives or disturbances induced in
certain internal and / or external
environmental contexts at the level of
educational activities.
child country - his (I - dichloro
make - Torso decision
represented - BI tives - sericii, police,
libraries - traffic jam, educators,
psychologists, psihope counselors,
etc.)

Partnership activities are ongoing, print - one and the same with the educational process
itself. They assume that: design, decision, activities and education evaluation be carried out with
the student, family and educatio institutions - NAL's educational influences and teaching resources. The
principle of learning partnership has value when it focuses on the pedagogical requirements of the
principle of unity, referring to the learning of parents - Tator and community operators, equally referring
to joint activities. Another important relationship in a learning partnership that must be stable, reciprocal
and complex is that between the educator and the child.

74

Thus, the teacher-student relationship is a collaborative and, of course, partnership relationship
because of its democratic aspect and flexibility in decision making. Both have to learn from this
relationship: the educator, who accepts the change, solves educational problems and thus shapes new
skills, and the student who, being an active participant in the educational act, shapes his communication
skills, integrating with society more easily. . [6].
Earlier we referred to the idea that today we need more and more understanding and approach to
educational partnership as a form of unity, support and assistance, as well as coordination of formal
educational interactions. Cooperation between parents and elevu teachers - by specialists in the field of
education, communication allowed - cooperation - are the basic conditions for the effectiveness of school
learning. The experience of many years and recently completed studies have shown that fruitful
relationship supporting cold - proc and friendly atmosphere, interactive educational units - present
promotes the quality of education and training and full support pedagogical culture of the family.
In a given aspect, we promote our idea, namely that it affirms that the family culture is the totality
of material and spiritual values that this judgment possesses - social tendencies. Spiritual values lie in
the multiple and varied knowledge that family members have, virtues, beliefs, traditions, and patterns of
behavior of parents, children and grandparents. Culture enriches the family and family with educational
institutions [15, p. 99].
Our goal is to identify, apply and validate - wrong training methods and strategies in providing
students with parenting skills education, but also finding effective ways to teach social actors to become
partners

75

is able to cooperate with the school, family and children, not only in the field of providing financial
support.
Research by M. Braghiș [6] confirms that primary school is the first stage of the education system,
the main task of which is to organize a systematic, competent partnership; in order to actively cooperate
not only with schools, but also with the community - community, education is carried out using the
correct principle of converting a known subject into a conscious subject / actor of one's own
training. Particularly important is partnership with the family, which emphasizes the development of
certain skills and abilities that prepare children for school and social life, as well as parents, in order to
provide children with high-quality education. The family is considered to be the child's first school, which
is an agent and social educational actor , requiring special, constant attention from educational
institutions. Generally, most families are interested in working closely with the school. Unfortunately, the
school does not always use the intellectual and creative potential of parents, they more often turn to the
family in difficult situations related to providing financial support to the school, existing disciplinary
problems or insufficient education, behavioral deviations of students. In this sense, the community should
be aware that the institution and the family are the basic pillars of humanization, social integration and
training of the individual and family as the fundamental nucleus of society, starting with the training
goals - lectuală and the child's welfare. It requires the competent assistance of the entire company to
fulfill its obligations at the level.
Pedagogical practice has shown that, in addition to the teaching process, there is a need for
effective cooperation between teachers , parents and students, based on a democratic, participatory and

76

creating an enabling cultural environment at home, in the classroom, at school, in the community, which
cannot be imagined without an effective learning partnership.
Examining a common work of teachers in the MU - nicipiul family Chisinau (in attending lectures,
discussions - ia, analyze situations created debate) [6; 14; 157] showed that for an optimal relationship
with parents there is non - the possibility of combining various forms and methods of cooperation
between the family and the school community . Some of them are:
- a portfolio for each parent group that includes special topics on child education and the prevention of
school failure;
- a notebook with notes for each student on the organization of reading lessons in the family;
- traditional meetings with parents, but also practicing other forms of working with them: workshops for
parents; round tables, lectures for parents etc;
- involvement of parents in cognitive and educational activities in teaching the approach to setting in the
classroom, thanks to which teaching materials, organization and extracurricular activities,
development discussions - psychological and pedagogical; making decisions regarding the
organization of the educational process in the institution, purchase of children's literature; arrangement
of a mobile stand Information bulletin for parents, etc.
During the research, mobile panels in classrooms created by teachers and parents
were appreciated . Make it easier for students to access new information, which saves useful - Zanda
subsequent communication that directly contributes to the training of educational skills.
The institutions involved in the study, parents were present at the classes as parent-volunteers /
helpers Out

77

teacher; parents - a supplementary source of information for the teacher about his child; educational
resource of parents who share their own cognitive interests, passions, professional events and
experiences with their children; parents and ima supporters - rather positive about the educational
institution [Apud 6]. Parents are aware that all entities involved in his education must meet the unique
requirements for a child. Participants learned that the participation of each systematic, planned
partnership is valid throughout the STU - school diyl. Involving all parties in the decision-making
process, with the same educational points, makes it easier for children to learn and develop.
At the stage of initiating the parents in the educational process, i.e. the formation of the child's
personality, they only participate in parents' meetings, communicating by phone with learning - Tator
checked and signed the calendars of students who sometimes visited the school, in particular were
members of the committee / senate of the class. Witness the hours only for those parents whose children
had MO scores - so much for teaching or those who disagree with the teacher's assessment. The target
topic was discussed at seminars attended by municipal school principals, teachers, psychologists, parents
and other forms of staff training, performance - tat, the situation has changed.
Of course, teachers' professionalism and erudition, res - family ponsabilitatea are the mediators of
education and school-family-community quality partnerships.
Teachers and principals, using various peda - Gogic strategies, including PE
optimization, bring and keep parents at school, involve them in various educational activities, show that
the family is equally important in the education of the student and the educational institution.

78

Indigenous researchers [6; 8; 9; 14; 15] showed that, in order to ensure EP quality, the mission of
the teacher is to involve parents and communication agents in ongoing partnerships such as long-term
multi-faceted collaboration with family / educational actors. The position of both institutions must be
based on partnership, cooperation and cold support - Procedure in activities aimed at educating the
student's personality.
Therefore, it is obvious that we need res - tructurării and optimization of the cooperation of social
actors (families, schools, social agencies ) . There is now an urgent need for a coherent family support
policy and EP achievement between school, family and community. The conclusions of the UNESCO
Symposium held in Portugal (1991) on education clearly showed that it is impossible to make positive use
of school education without the active participation of parents and community representatives. In this
context, it stressed that responsible - POWER to the public authorities is to create conditions favorable
institutional and materials to help maintain an organic relationship between the school, families and
communities.
There are many different activities that can be carried out in schools with parents. We propose a
peda - Gogic efficiency strategy by using and combining PE opti - I assembly language activities with
family and community, including some categories of parent training activities. They turned out to be
effective. E.g:
- workshops with parents , during which parents are familiar with the standards of learning efficiency /
completion - dad's education, content, forms and strategies used mewtodele, school work
program;

79

- meetings with parents during which various educational topics are discussed;
- trainings organized for parents and social agents, during which they are active participants in carrying out
specific tasks in the EP;
- ice-breaking activities related to the first meetings with parents, designed specifically for effective and
long-lasting communication;
- informing parents and employees of the Acti - tivity schools (goals, content, methods, schedules,
mid - loace etc.);
- psycho-pedagogical counseling consisting in providing special support in solving certain situations -
problems with children;
- guidance and information on regular and / or permanent support services (specific schools and levels of
education, cooperation and involvement in the educational and educational process, but also in the life of
the local community);
- round tables where parents and teachers, other collaborative entities - trade exchange portal and educational
experience;
- scientific and practical conferences where teachers and parents communicate on the education of children
at school and in the family;
- attendance at lessons where passive and / or active parents take part in the educational activities;
- biannual meetings with all parents in the class , which are discussed general issues related to poly - teristics
and school educational strategies, curricula, Eva - making, organizing events, etc .;

80

- Newsletter schools, monthly edition containing infor - mation about the activities of the
institution; Even the presentation - menty; praise for exemplary children and worthy families,
announcements of upcoming activities etc;
- Open Day in which parents and other community stakeholders attend lessons and other activities,
COM - Completion of evaluation questionnaires. There is also a dis - box with school administration,
teachers, psiholo - gul school and other invited specialists etc.
- a school-family cooperation agreement that defines the responsibilities of the school, social actors and
parents in the learning partnership process;
- A school for parents that would organize various lectures, psycho-pedagogical courses for parents;
- activities for children organized jointly by teachers - educators, parents and the local
community .
An important role both to the cooperation of school, family and participation in school
management, parents and education have parents' associations, the aim of which is essentially
the pro - education of the child tection. Parents' associations can also be distinguished because of their
purpose, hence we have: school support group , problems in extracurricular activities ; a collaborative
group that sees education as a collaborative process where parents and teachers are partners who jointly
decide on future programs; interest group , child and family. The most common goals of local parents'
associations are: a) to make parents aware of their rights and obligations and the impact of their behavior
on the child; b) informing parents about certain matters through publications, radio and television; c)
training parents through courses for them, consultations (at the headquarters, by phone, via

81

publications) on pedagogical issues (medical, legal, psychological, etc.); d) representation of parents
(representatives are obliged to defend the interests of parents and social associates, to periodically inform
them about the situation regarding the issues analyzed and discussed in the school participatory council).
Categories of activities that allow education Wyn - ity of parents in achieving a lasting and
effective partnership between the school, family and community occurred about 10 years. A strategy that
will ensure the attractiveness and responsibility of parents, social agents and their involvement in
cooperation with the school includes the following forms, methods, techniques and means of their
involvement in the educational process:
• Brief discussions are best held in the morning or when the children are going home. The teacher
makes parents feel welcome at school by discussing the daily activities, successes or failures of the child
on that day. Information received by parents is communicated in an empathetic, affectionate and
sympathetic manner.
• Reviews written communication notes concise and very specific to describe your success, new
skills or comp - tament; teachers often thank families for their help in teaching. This technique is effective
for parents who feel comfortable expressing ideas, proposals Gan - woods in writing.
• Feedback is another way of communicating information to the family (informally). Notices can
be sent directly to parents, including: announcements of parents' meetings, notes describing the child's
development or other relevant topics (information about the time of the day, a list to sign for people who
volunteer during a specific pregnancy, etc.

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• Periodic reports are another useful way for the teacher to communicate with the family. Overall,
a regular report describes the class's events and activities. Then, suggestions are made for continuing at
home. Other reports are thematic and describe activities and ideas that focus on a specific topic. Parents
are asked to participate in the regular report, which should be short and clear.
• Home visits promote dialogue between the school and the family. Objectives of the visits are
different, but they usually help pedal - gogulowi get to know members of the family, the environment in
which growing up and education.
• The Family Counseling Council is an indispensable unit and an active and essential element of
the EP. The board of directors is made up of family members, often members of the
Community - Community. The purpose of appointing the council is the work of the hand - the school
itself, with teachers and advising in the educational process. The council acts in an advisory capacity,
providing family advice, incl. in the following cases:
- vacation and event planning;
- organization of excursions and visits;
- collaboration with community members;
- planning health days during classes, etc.
• parent office training, including community funding - C fossil funds - a special place where
parents can read articles, books, magazines about children's education and their development. These
offices play a supporting role, but at the same time are essential for shaping parenting skills. Sublimază
parents / university agencies are important - Tamentit and their contribution to children's education and
encourages parents to continuous self-improvement and self-evaluation. Many parents are shy at first,
treating their parents' office as a space

83

the teacher , i.e. a place inaccessible to them, but the parties - called friendly classes / schools, sharing
their views and listening carefully, willingly engage in the educational process.
• Families in the classroom are treated as a form of collective education. Parents helping children
in the classroom will learn more about the activities that take place here. Encouraging family members to
do this motivates them to come to the aid of teachers, because it is nice to be present in the classroom
where their own child is studying. Peda - Gogii may include special activities throughout the day that
require the involvement of several adults; parent observer - sells the professions of children in the
classroom, understands the value of educational activities; they learn things done together in class,
helping the teacher and his children.
• Recognition of FAMI - Gios members' merit To help them feel comfortable in school, parents
must be recognized for the work they have done with their children. To this end, we offer some
suggestions for the activity of parents and other adults in the student's class: we thank each parent for
their help; allocated spe - cially designed for parents to put their personal belongings or rest; an
information poster for volunteer parents was completed; They are
awarded diplomas or special certificate of recognition for helping parents in the classroom / school
etc.
Summing up, we mention that some educational institutions are systematically working on
optimizing the partnership with the family and community, while others, unfortunately quite numerous,
conduct episodic mimicry activity to preserve the idea of cooperation with them. .

84

Chapter 3
ETHICAL DIMENSION
AND STRATEGIC COOPERATION
SCHOOL-FAMILY-COMMUNITY
3.1. B POSSIBLE LOCATIONS IN PARTNERSHIP

LEARNING
Respecting ethics in relations between S and educational partnership, kindergarten-school-family-

community would allow con - tact and ensure uniformity of educational activities.
Studies have shown that most of the difficulties - fathers due to congestion of communication
between partners. They mostly depend on the cultural and moral level of the partners, civic attitudes,
professional skills, parenting skills and intelligence of the educational partners. Their analysis allowed us
to establish that the blockages represent distorted thought structures, externalized in destructive actions,
facts and behavior.
The resulting communication blocks create tensions and then conflicts between the educational
partners.
The causes of blockages are:
1. incompetence of partners (professional and / or parental);
2. insufficient or missing necessary information;
3. inconsistency of partners' expectations;
4. insufficient or unilateral cooperation;
5. non-acceptance of certain characteristics of behavior;
6. previous negative experiences in relation to the family with the first educational institution
(kindergarten);

85

7. differences in culture and skills;
8. intolerance of lifestyle and family opinions;
9. hasty, limited or episodic communication;
10. outdated, uninteresting content and forms of cooperation;
11. inappropriate or immoral behavior of the partner;
12. low level of culture and intelligence of the partners.
Combining the research results with our observations and literature review, we pay attention to the
latter - after blocking communication and networking, common in partner relations
[4; 5; 6; 14; 15; twenty; thirty; 36; 46 etc.].
13. Exaggeration or minimization are observed in the con - duct of all partners. Sometimes some
even exaggerated - VEHICLES and the deeds, actions and behaviors of children by both families and
schools. Sometimes an action minimizes the effort of the family and school by the family, which results
in underestimating the decline of the individual - the RUL family or the educational institution.
This blockage is very common and accounts for 57% of the total number of blockages. Namely,
exaggeration or minimization is a negative phenomenon that not only causes acute conflicts between the
learning partners, but also undermines the entire educational process as it distorts the objectivity of
assessment.
14. A thought filter that involves selecting and insisting on a single detail that can often be
negative, which weakens the objective and general reflection of reality. This block accounts for 27% of
the total number of blockades. Such colors lock on the behavior of the person only
in white or black .
Studies have shown that adults have ANU - selection criteria for bribe details, but note that the
family hang (often with rationale) too complex programs

86

too high fees, incompetence and strictness of teachers etc. and he insists on turning it into a
jam - ment relationship . Institutions, in turn, also select, highlight and convey certain negative details.
15. Super-generalization is the partner's tendency to observe and emphasize a single negative
event as representative of the entire activity of the child, family or school, which reinforces failure
situations.
16. All-or-nothing thinking . Events and behaviors are viewed and appreciated in light as a
category - referred to as "good-bad". If targets are not met children in tota - solid, family or other
educational partner tend to con - sidera a failure, the absolute. The lock undermines the wrinkled - the fall
of man into their strength
17. A direct jump to conclusions that entail hasty negative interpretations, even if there are no
certain facts that would convincingly support this conclusion. This BLO - CAJ is also manifest as a
misconception. Sometimes one of the partners assumes that events will unfold on an arbitrary conclusion
and lives in advance with the belief that this anticipation is already an established fact.
This undermines mutual understanding between the learning partners, causing nervousness,
con - flicte tension and a frustrating state.
18. Disregarding the partner implies a negative, preconceived attitude that degrades the person
and makes communication and cooperation much more difficult.
19. Categorical statements. Trying to motivate partners by: "must", "should not", "is correct", "is
not correct", "are competent", "are not competent" etc. - Create

87

difficulties in communication and collaboration as it leaves no room for study, observation and reflection.
20. Etichiterarea is really, after many statements - gorice and requires a "name" error that upsets
the partner.
21. Disqualification of what positive, which means the rejection of positive experiences. One or
two (all) of the partners say that the action or event is "not significant," "not serious," and so on.
In this way, a negative belief in the value of actions is maintained, which contributes to the
appearance of fear and distrust in one's own strengths.
22. Updating the past, which is associated with recalling facts and events from the past. Are more
frequently updated facts and events of a negative nature con - conflicts destructive nature. The past can
also be positive, but these memories are not abused (irritating when abused).
23. the update of the objection may be received after the transfer - TAD and consists in verbalizing
the actions. These may be the reproaches of one partner, several or all of them. Each partner has their own
optics and position, which they consider verbalizing events and sometimes even blaming or disregarding
the effort - they work with Tenere.
24. Thinking distorted like "kindergarten / school responsible for inducing a child's
education" becomes a Peri - culos bottleneck, undermining effective cooperation between institutions
dealing with the family and misleading parents.
This blockage is often seen in the relationships of educational partners, namely in educational
establishments where parents pay high tuition fees.

88

25. Skewed thinking, as if "the family is responsible - the education of the ballroom child". This
ban is also not new to the history of these reports. They confuse collaboration and even effective
communication between partners.
26. The reasoning of medical condition has been explained by the fact that part - nership perceive
negative emotions as equivalent to actions and events, considering that they reflect, of course, things like:
"If you feel this way, it is real."
27. Ignoring or neglecting a partner implies a negative or indifferent attitude, which is manifested
in the comp - ing of relational partners acts of ignorance or neglect, opinions, proposals, demands.
Our activities carried out in the framework of the laboratories " Pre-school education " (I. Ș .E.)
And " Fundamentals of technology and pedagogical mastery " (State Pedagogical University "Ion
Creangă"), showed that the knowledge and awareness of distorted thought structures in the field of
communication and the family-school-community relationship constitute a certain, real and effective step
for the learning partners to direct and optimize this cooperation.
3.2. C ETHICS MODULES
EDUCATIONAL PARTNERSHIP
The accelerated pace of socio-economic changes constantly stresses a person who, in turn, tries to
optimize relations - social and human (human factor), which would reduce the consequences -
the consequences of adverse chronic tensions. Rene is the reason - the study of professional ethics in
Moldova. For teacher Deonto - Loggia turned V. Mândâcanu. scholars

89

Tul has developed the oath and deontological code of the educator based on six basic principles that
reflect the issues of the modern world (UNESCO). We refer to them below.
Principle L The main duty of the pedagogue is to inform, develop and educate the child's
personality at the level of maximum potential, in a democratic spirit, moral values and based on a modern
educational ideal.
Rule II. The task of the educator and parents is to model the ideal of each student in accordance
with the educational ideal chosen by the society and in accordance with ethical, civic and spiritual
morality, based on authentic values.
Rule III. Q n profession, teacher holds public office, realizing morality and professional ethics ,
ensuring effective teacher-student-parents interaction.
Rule IV. The teacher must realize mode - le human personality moral, ethical and spiritual ,
capable of operating in a spirit of authentic values.
Principle V. The teacher should know the mentality - the student tea and drawing curriculum basic
education and modems using different types and forms of creativity, to realize the ideal of education in
values and values.
Rule VI. The specificity of pedagogical activity lies in the uniqueness of the position towards
the problems of the contemporary world, expressed through discovering and developing creativity,
vocation and talent.
By correlating the principles with the essence of values, with the rules and norms specific to
professional activity, it is possible to establish a Code of Ethics, in other words, a set of standards for
the activity and interaction of educational partners .

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Code u l Running an educational partnership
1. Respect the rights of the child. Protect and support copies - le, protected-1 of injustice and respect his
personality.
2. Highlight the positive qualities of the child and learning partners. Bet on them, develop them into
neu - print and / or keep the negative.
3. Be honest, tolerant, flexible and patient. Remember the golden rule of behavior: treat your partner the
way you would like him to behave with you .
4. Do not harm the educational process. Show tact, empathy, dynamism, creativity, competence, and you
will gain the respect and recognition of your partner.
5. Study each other. Focus this process on self-esteem and self-education as basic building blocks of
knowledge and behavior regulation.
6. Listen carefully and try to understand your partner. Share your partners' interests and support their
initiatives.
7. Be creative. Diversify the content, methods and means of cooperation with partners.
8. Be cooperative, attentive, cordial, and objective.
9. Do not go against children and adults, trust them.
10. Don't tag your children or other partners. Making judgments is not hasty or approximate that offend
partner (includ - ing child).
11. If you have made a mistake or an injustice, you have the courage to apologize to your partner and make
sure that the situation does not happen again. Keep your promises and meet your deadlines.

91

12. Analyze difficult situations together to be able to manage them more effectively. Don't be biased when
you appreciate your partner.
13. Organize and systematically participate in various activities and dis - field activities in the field of
children's education and increasing educational resources, improve skills development.
14. Remember; the baby needs love, respect and colabo - rarely. Be kind and demanding, but do not act as
a commander but as an advisor; do not command, but exhort, encourage, convince and pray.
Learning partners must be aware of and follow this code.
3.3. R EPER OF PRACTICAL PRINCIPLES OF EFFECTIVENESS

SCHOOLS - FAMILY - COMMUNITY COOPERATION .
T EHNOLOGIA PARTNERSHIP COOPERATION
QUALITATIVE EDUCATION OF PARENTS AND CHILDREN
Analyzing the literature on the family, the cooperation of schools and educational institutions
in Common Health and Heaven - Cetara made over the years on topics covered, I const so that in the
old days rather predecessors (John Chrysostom, St. John Chrysostom, Augustine Aristotle, Plato,
Hieronim, Charles Great, etc.) to the transition from education in the family to the organization of
education by the state, community, in special institutions. Every citizen belongs to the state /
community. In order for everyone to be one and all together to be elements / citizens of the state, a given
education must correlate with the quality and what is offered to all, and therefore the education

92

must be performed by people with special training in conf t - dance with coordinates of effective
cooperation.
Q: Anyone, rural or urban, with no or low levels of collaboration in Learning Partnerships, making
it difficult for dry students of all ages, in primary and secondary education. Currently, the real horizon of
the authentic activity of PE is the main goal of all social actors in the country.
Course full of personal training and development - the student dad will be successful if it will
achieve the cultivation and education of parents in the EP and coordinate this cooperation should be based
on special emphasis on the following goals:
- contemporary scientific approach to creating educational cities in towns and villages [Apud
13]; fami - Lia cooperation educational institutions in an educational community for foster parents and
children;
- acceptance and capitalization of new conditions, forms, methods, techniques and means of achieving
school-family-community cooperation / partnership;
- correlating the effectiveness strategy of the school-family-family environment with the specific age of
children, their learning abilities, increased parental competences and opportunities for cooperation
with the immediate environment / community;
- modernizing and improving the quality of education by implementing strategies to improve partnership
between a child-friendly school, family members and educational entities in the immediate
vicinity;
- A new image of a child-friendly school - LULU family and an
effective education - cation partnership .

93

Taken together, these goals include overcoming barriers and difficulties make bad it Dezi - the
White developmentally forms, strategies and con - province educational partnership.
Starting with the concept of the EP, which includes the process of cooperation between social
actors who , acting together, become agents and partners in education in order to achieve interests and
goals, focusing on shaping the personality of the student, his effective integration into society , we have
established that cooperation initiatives can result from with any partner, but it is important that an
educational institution that is qualified to become a hub for activities in the management and
control of parts - nership to guide aspects of the NECE screen for their intervention and accept their
proposals and participate in an effective decision - education and upbringing in the upbringing of
parents and children. P n, where parents, teachers, school principals and other community mem bers and
are considered partners in children's education have formed around a union com that can function as a
coalition of positive educational and cultural support. Such partnerships edu cation is a key element in
organizing and conducting colabo - rare to strengthen REAG found for the benefit of its members -
citizens informed, educated and responsible.
Collaboration between school, family and other educational institutions - cant has always been
the attention of cages, their staff and me - nageriale but an effective school-mobile partnership
the con home community is in transition from declarative steps, episodic or those focused on holiday
activities, activity supportive cooperation and interaction, designed, carried out

94

and systematically monitored in educational institutions and actors educational approach as
permanent, active and lasting partners.
Researchers in the field of pedagogy: E. Stanciulescu [39]; C. Calaraș [8]; T. Callo [9]; T. Cosma
[12]; S. Cristea [13]; Larisa C Uzetsov [14; 15]; V. Goraș-Postică [Apud 6]; R. Smith [35] argue that the
state ba sic to achieve quality education for children and parents, who can only be the result of
cooperation in family, school and community by creating partnerships focused on democratic
principles. Trends in cooperation between schools, families and institutions - the educational community
have always existed. Heaven - Cetara shows that approximately 83% of pre-academic educational
institutions in the country have been working episodically for many years with some dry
community ed factors .
Together with the Directorate-General for Education, Youth and Sports / DGETS, the sector
responsible for primary education (chaired by M. Braghiș), observations, experimental research and a
series of activities increasing the effectiveness of the EP were carried out. So initially the students only
visited children's libraries; sometimes they went to shows with the teacher; once a year the district
policeman came to remind students about the rules of the road; some children who go to heaven -
the courts of the center of creation (19-27%) ; the students attended church only occasionally with their
parents. This sequence can continue. Q. In this context it is worth mentioning that the involvement of non-
formal primary school children in various activities to achieve greater consistency and parents were
involved in the Acti tivity activities. The topics of meetings with parents focused on learning and
discipline, financing and renovating classrooms. A certain group of parents who were most interested in
the children's successes were present at the meetings

95

or people specially invited by the leaders. We all know that such a scenario and partner content are in fact
nothing new in the cooperation between the school and the family. The biggest downside was its episodic
nature.
In the years 2009-2017, after a series of communal methodological meetings and a practical
conference on the situation of the topic - CJA changed. The issue of the EP was discussed at theoretical
and practical conferences, round tables, methodological seminars attended by teachers, school principals,
parents and other social workers . Q n such activities were involved, six - Menea, writers, actors,
musicians, com po, guardian, doctors, lawyers, clergy, artists, librarians, specialists in creation centers ,
representatives of inspection for minors - all with one goal: to support efficiency PA rtene- Riata school-
family-community focused on training and devel - ing harmonious personality / fully on
the student. Understanding the pedagogical community Local education requires ABOR - but it
also requires systematic involvement of the following stakeholders (whose activities are complementary
to a specific school and family): involvement of local state authorities (basic); schools, creative centers
for children and youth; mas-me of a; cultural institutions; economic units; Church; police sectors; non-
governmental associations, etc.
Summarizing the research results and actual observations - on the basis of this, we concluded that:
- Hala today seems to be a good partner of SIS - System Remain educated, with responsibilities
and goals defined clearly and consciously. The tasks of the City Hall cover a number of problems that can
be deduced from the analysis of the EP, raised in the sociology of education:

96

- social responsibilities , including a fund to aid teaching resources (material, financial, human,
information) necessary to ensure that children (and Fami - CIEP) have their chances of successful
learning and social development; stimulate students and families in achieving goals - the bare social
role of the school, which depends not only on can - CFM and the quality of educational resources of
Exis specialists - a tent at a time; involvement of all social entities in the city and the economic zone
of the school as partners interested in the quality / value of the pro - - products from
them;
- duties generally pedagogical: assessing and stimulating school principals, teachers, based on the belief
that they are essential to the agent educatio - nal in the education system and
process; reins - forcément with IT networks and outside the school system; improvement of informal
learning, especially valued in recreation, education, artistic, sporting, scientific, techno - logical,
moral, environmental, religious, political, civil, etc . ;
- special duties : acquiring resources useful in the training process; supporting students and families in
obtaining basic materials: textbooks, guides, teaching materials, technical resources; arrangement of
school space, etc.;
- responsible economy: organizing distribution conditions - selecting in schools, disadvantaged families,
students, etc.
Another media agent and partner education , which may become an important factor in building
a local community education due to its specific ability to disseminate information.

97

mation current lity . The media generally promote the human values and universal natio NAL , new ideas
and reforms, Prog - educational, cognitive, fun frame for children and you parents . The mass media have
a special mode of force - ing the personality through Vari older and a wealth of information,
characteristics, and potential. The educational function of the med mass has the role of substitute
educational institutions, but they strengthen it by contributing - buind to achieve both education
ctivelor.
Cultural institutions are quite an active partner of the school, but also of the family. Q nNiech
contribution to high quality depends on the financial resources of cultural institutions, which use Nibi at
local, territorial and national levels. Their scarcity makes chalk - cultural institutions that do not perform
properly, the specific objectives, sometimes disturbed by downloading and transferring them Pera tive
Commercial / consummer and even ideological pro - pagandistice, populist, etc. [6].
Business units can play a role in physical education, raising the educational and social level of the
local educational community, in concluding specific contracts and con - duct school , and by default with
the family. They are able to sponsor various educational programs, pay su - port material families,
children or educational institutions.
NGOs can influence training processes at the local community level through civic, cultural and
social initiatives.
The Church is an educogen, a factor involved in the life of the community by virtue of its spiritual
and moral traditions and resistance to conditions - training Ders and the development of moral, religious
behavior, the necessary human personality in the context of RE / adapt it per - Manent conclusions and
objective and subjective tensions

98

social and individual existence. Integration with church into universal - local health education requires
clarification of the center - mentary relations of others with educogeni agents (school, family, state
institutions, economic institutions, etc. The church is also a key pillar of education and promotion of the
eternal values of man.
The Teacher Resource Pack (UNESCO, 1995) proposes a real role in the teacher-student-parent
relationship in achieving effective schools where all students learn well and will be appreciated. An
effective school encourages teachers by providing them with: appropriate and high-
quality leadership ; trust; feeling of optimism; moral and material support. School EFIC ient is a school,
educational factor and hair - tener with a student by appreciating and atmospheric cooperate ing with
family; recognizing its importance and involving it in the educational process . The school family does
everything in its power to make the natural environment touch the most real safety and knowledge - A
child in formation . The growing recognition and affect other Community institutions on informing and
training and n d and - vacuum , such as counseling centers psycho, Associa - and a formal and
informal shock IES civilian itself , affect the diversity of media, radio, magazines, newspapers,
books, tel eviziune, I nternet etc. We all notice that the school increasingly feels the need to establish an
active partnership with the family and community in which the child is
developing.
To achieve a real partnership, the school needs to be initiated programs edu cation community to
pro - moveze as values such as
responsibility; cooperation; parts - but bye bad; transparency; Communication; interaction and
cooperation.
For this purpose, a simple mechanized welcome program - NISM, which has proven functionality,
has a defined network map

99

educational partnership and cooperation. The schedule should be proposed and considered at the
first EO general parents' teeth, so they know all the institutions, yes - Community bodies by education and
establish a cooperative relationship.
Of course, the map (Fig. 3) can be supplemented, diversified and expanded, indicating the specific
address of the resources and institutions involved and the services they provide .

FIG. 3. Map of the educational network of educational partnership and cooperation

In this context, together with the researcher and inspector from the General Directorate
for Education, Youth and Sports Braghiș M. [6], we conducted extensive experimental research on the
optimization of school-family-community partnership. So, policymakers in Chisinau (Hall, prices in
sectors Dir ECTI General for Education, Youth and Sports and direction

100

and a respective districts, C entre diagnostic and rehabilitation Harmony Education Center moral-
spiritual art became a man, Centers of children creating sectors, schools subordinate to the Directorate-
General for Education, Youth and Sports) worked under complex person plan - pectin , which included a
number of topics, was aimed at the cooperation of the EP with local educational institutions , national and
international, including the family and the school. P. In 2008-2012, sections, parts of the Directorate-
General for Education, Youth and Sport (subunit Chisinau) planned and carried out a series of activities
to improve the real situation of schools and families. Q. In this sense, there were organ - valid seminars
(5), round tables (4) con - methodical meetings , reference index (2), in activities that involved school
managers, teachers, parents and interested communities in the mountains and country.
P n The study showed that employees of institutions - their education, the main coordinator ,
donate TAD to partnerships, involving parents and social agencies in various educational activities, using
the methods and forms of active work of div Erse. To stimulate the process of PE hair optimization , the
role of experts, guides, observers in the workshop with his pipe was first involved , the presence of
individual and group projects ; participants of joint activities with children's libraries, evaluators of
students' portfolios; Organizers of specific ex book positions, go to theater, museum, public
places; Organizers bees, spec tacolelor literary, artistic, etc.
The conducted research shows that the involvement of parents and other actors in the development
of education, the positive impact it has on shaping the skills of paren - your family, increased the quality
of education of students. The collaboration between the school and the family confirms the increased
interest in the eighth

101

and creates conditions for cooperation with other actors in the field of education (children's library,
church, puppet theater, orphanage, etc.).
Nurturing positive relationships for effective partnership between school, family and community,
comes spr ijinul upbringing and development of the young generation, the key to success
in ada lactation and social integration of children. School-family-community partnership refers to
the upbringing and development of positive relationships with formative and axiological, which
contributes to the pro movarea value system that has both beneficial repercussions for children, parents
and ASU pra promotes a friendly school family.
Q n clarifying the basics of theoretical analysis and elution - data (S. Christ V. Guţu; WK
BaoaiicKin'i etc.); principles of education in the spirit of morality (I. Nicola; C. Cucoș; V. Mândâ-
canu); coordinates, rules and code of ethics of the EP (Larisa Cuznetsov); forms and methods of
organization of the EP (M. Braghiș; T. Cosma, etc.), analysis of advanced experiences in the target field,
we have established the need to develop certain principles of effectiveness of the EP school and family
community .
Q n line from these reports, the principles of effective school partnership of the family
community are essentially presented - the Zinta set of rules, concentrated in six theses of the essen-
ţializate, whose knowledge and educational agents oriented at reviving and improving the quality of
interaction of school , family and other communities.
1. The principle determining the nature, scope and functioning of the EP school family
community provides outline - the criteria for bad quality in his work (cultural, artis tic ,, legal, economic
social assistance, etc . ; ) Criterion

102

compliance works with us (internal and external partners) and Criteria for action (pro violet ) based on
various educational networks, projects, etc.
2. The principle of development and address of permanent, effective regulatory action edu
partners - CATIA , which includes the development agreement and a concrete program that defines the
purpose, functions, coordinate, fine - stranded methods of cooperation and assess them to ensure
accountability and Insti tuţionalizarea action PARTENA - countries educational . Partners are encouraged
to participate in the development and implementation of the partnership, concrete action plan,
curriculum lum skills training for parents and informal educational agencies in the
community.
3. The principle of compliance with the code of ethics and assumed obligations of PE requires
all institutions of high culture - care should be taken to educate and observe ethical standards and the
Code of Ethics. Parents and social activists are oriented towards respecting the rights of the child,
protecting it, supporting it, respecting it; emphasize the positive qualities of the child by developing it; be
honest and tolerant with the student; show tact, empathy, competence; listen to and support partners'
initiatives; be open to cooperation; keep promises and meet deadlines; jointly analyze and deal effectively
in difficult situations; act as counselors, encourage, persuade, pray; to be kind and demanding.
4. The principle of systemic and systematic approach to the actio - ia designed in
cooperation directs agencies implants - ed together in synergistic action, well thought out
and designed , approach financed systematically coherent complexity. Parents and agencies are
directed to follow - rules and rational methods, plan wisely when joking

103

cţiilor education , in accordance with the interdependence of all their components: actors, potentially
cloudy conditions - self, purposefulness, content, methods and means, various activities and various forms
of gospel creation .
5. The principle of focusing on the quality and variety of activities, forms and methods of
school-family cooperation of the Health Communities requires the effective use of methods
and activities part of the nership. The school and parents must adapt the educational partnership to the
interests and needs of the current and future student.
6. The principle of focusing on the integral formation of the persona - lităţii of high-quality
education of the student and parents; turn - angry your partners and actors for your own
training. Part - nership to stimulate parents and the livelihood and education of students in personal
development, formulating goals for present and future; analyze information from the outside, comparing it
with the pectivele person , education strategy, action. Specialized skills training It is important to make
decisions about the personal, group and community, to pinpoint the sources of information to the necessary
framework decision, knowing his strengths and weaknesses and the group; The elaboration examines the
person / group ideas for development and behind Sonal; develops, presents and implements action plans
for the training of parents - social actors.
As you can see, the rules are understood in connection with the report inv Ersa, complement each
other and can be developed as an open perspectives not and research what each agent and partner
education.
Using the principles to prove that there are some guidelines for this purpose I stress and structured
educational process for optimizing the school introduces the partnership Ile com device. As a result of the
activation of school-family cooperation

104

Lie-social relations and focussing activities eStore IREX collaborates on the principles of comprehensive
formal education checked within the non-mal- inf of Ormala, there is greater responsibility than parents
and community representatives from pri Vire to educate the student. The educational practice of
institutions is still ahead of bogăţească, it becomes more varied, original and more accepted and applied by
them, especially in the case of difficult ituaţii.
Principles of improving school-family-community partnership
This
Active and systematic cooperation between social entities
This
Cooperation strategies: forms, methods, procedures and techniques of
interaction between partners
vol
Objectives: Multi - perspective activity supporting children and families
Postulates of qualitative education of students as part of the educational partnership:

- consolidation of all efforts of education agencies and CEN - tending to their cultivation of student
personality;
- systematic and systemic / holistic ideal and general education content (moral red. Intelec - Tual,
Aesthetic, Technological and Psychophysical);
- respecting the human rights of the child in combination with education and performance of duties (as a
student, family member, work team, citizen, etc.);

105

- creating opportunities for cognition, exercising human virtues and ensuring autonomy depending on age
and specific life situation;
- student's orientation on planning and achieving Perspec - his daughter's work and personal life (goals,
tasks);
- managing a student in the implementation of a school career with an emphasis on professional
orientation;
- continuous involvement of students in various activities with family, school, community, community /
citizenship (ajuto - rare family members, classmates, people - their people; people with special
charitable needs, etc.);
- approving, encouraging and training students' positive behavior and deeds;
- carrying out analyzes, assessments of the active, creative and dignified behavior of students and learning
partners by promoting these experiences at the community level.
Postulates for improving parenting skills in educational partnership:
- family involvement in high-quality PE and maintaining productive / effective cooperative
relationships;
- focusing on the involvement of both parents - mother and father in school-family-community
interactions;
- capitalization of all aspects of the EP (ethical / moral; economic; intellectual; cultural; educational;
civic / socially useful, etc.);
- creating and maintaining an educational institution of an environment / environment interesting and
valuable for parents and children from the point of view of even educational needs - lifelong / lifelong
learning;
- classes run by an organized school for the family - Leah focuses on improving skills

106

knowledge, receipt of information, processing, cross - training and retrieval in family education;
- uniting the efforts of educational partners across the solution - Sation the key issues of education and
personality development of a harmonious child;
- maintaining efficient cooperation during students' studies in preschool institutions;
- making parents responsible for the high-quality care and education of their children;
- stimulating parents to be successful in family education of children;
- publishing practical guides for parents, family and education focused on improving
skills - parenting; reap the benefits of various levers of influence.

Figure 4. A synthetic model of PE aimed at the quality of education of students and parents

107

ANNEXES:

SOME PERFORMANCE MODELS
Education Children and parents
working together
1. FAMILY EDUCATION IN AN EDUCATIONAL PARTNERSHIP

Conceptual models expressing the impact exerted - the various factors cited on a child are many new, but
going beyond the ecological model of human development , developed by U. Bronfen-Brenner (1979) from the
perspective of systems theory. In this model, the child is placed at the center of an ecosystem organized on four
levels:
- microsystem level , which consists of institutions with a direct educational impact, each of which creates an
integrative microsystem of the child: family, kindergarten, similarity group, school, etc.;
- the mesosystem level , which consists of various and multiple interactions originating in the institution of the
microsystem;
- exosystemics that integrates the whole microosis - mesosistemul homework and groups belonging to
parents - relatives, professional groups according to interests, social networks - lysis, etc.;
- the macrosystemic level , which consists of cultural models that construct parental roles, giving meaning,
coherence and continuity to the educational environment in which the child grows up.
We compared this model with the theory of systemic roles concerning the formation of a child's personality,
developed by the Russian researcher HM TanaHiyK (1991), according to which the individual is placed in five
types of society in which he learns to play social roles.

108

In this way, in the family, the individual learns the role of brother, family, husband, parent; learns about the
role of a pupil, student, professional in the study and working team ; learns to deal with socially useful activities in
the social environment ; in the geosocial environment he learns to be a citizen of the world, and in the egosphere
he learns to get to know himself, improve himself, update himself, motivate himself; work with reflection and
internal dialogue; for self-study [15].
The ecological model of human development and the theory of systemic roles in family education lead us to
the question of the quality of family and educational interactions.
This perspective has become clearer in recent years, as lifelong learning and change have become common
features of school and family life .
Determined on the basis of literature synthesis research and the experiential framework that surrounds the
applied quality per - fecţionare [Ibid], can serve as a benchmark in the redimensio-MINATION quality of peer
education, the development of curriculum content and the implementation technology of integral education of
students and family education, we have created a mechanism, which I called the wheel-quality family interactions -
educational institution - Tamentit - community (Figure 5). The model was developed and displayed in an essential
way. This is explained in detail in the Treatise on Family Education monograph . Family pedagogy , 2008 [15]. The
structural elements of the model in question are helped by the channels of consciousness, organization and Moni -
the process of authorizing effective cooperation of eficient-horizon parents.

109

Educational partnership
i
definition

on the Web

A community focused on positive family education

Figure 5. Quality circle of interaction family - educational institution - community

The core of the circle does indeed contain an ecological model of human development, developed from a
systems theory perspective, in the context of the EP and a positive family education community.
Of course, in the study, the family was treated as an actor and social factor capable of systematic,
consistent, relatively stable, predictable behavior; as a subject of common-sense knowledge and able to constantly
adapt his behavior to real situations, permanently reconstructing his roles. As a social agent, we treat the family as
an object of practice, everyday experience and as an educational partner as a participant in joint activities,
organized and implemented on our own initiative or on the initiative of an educational institution.
In principle, all socio-educational agents are interested in and have the opportunity to prepare the young
generation for adult life as an efficient family member and for the continuous improvement of social actors, with
family and school playing a priority.

110

I have schematically presented this situation as follows:

Figure 6. Synergic activities in educational partnership [15, p. 147]

The family and school are the most important social institutions that deal with the implementation of
education for the family, if they realize its potential in three positions: as an actor, as an educational agent and as a
partner, focusing on the function of openness and orientation to shaping the child's personality and synergistic action
to improve parenthood , implemented and supported in and through the community (Figure 6).
Possible model of family-kindergarten partnership focused on educating parents

• Main goal: formation of conscience and pen drive - Your parenting, family and harmonized
development - child nioasă.
• General goals:
• Shaping a positive attitude to partner educational cooperation family - kindergarten - school.
• Humanization and democratization of education through the participation and preparation of parents in making
decisions and implementing them in the field of family upbringing of children.

111

- Optimizing children's - parents' communication through harmonized - rural family relationships.
- Informing parents about the basic issues of childcare, education and the harmonization of family relations.
- Psycho-pedagogical help, counseling and family support in conflict and / or crisis situations.
- Familiarizing parents with the specificity, content and methods of family upbringing and family upbringing of
preschool children.
- Training and improvement of parenting skills in the field of gender education in preschool children.
- Skills training in cultivating a healthy lifestyle in children.
- Training skills and abilities for self-improvement, self-realization and self-assessment of family behavior.
- Strengthening motivation and openness to learning / internalization of the behavioral model of an effective family
and parent.
Parent education strategies
The methodologist and teacher can involve parents in choosing a Keep - tegiei. They can be: inductive,
deductive, applied, heuristic, theoretical, etc.
Forms of organization:
- meetings;
- conferences;
- training workshops;
- training;
- round tables ;
- meetings with parents;
- individual and group consultations, etc.

112

2. CLASSES WITH PARENTS AND CHILDREN IN THE KINDERGARTEN / LARGE GROUP

1 2 3
• Define the conditions for2. Communication and family relations. Communication and family Induction strategy
effective communication life. Blockages / disruptions in family communication. Love - an important • Round table
in the family factor in effective family communication. Family styles of • Communication.
• definition of communication. Common rules - cation in the family: husband - • Exchange of views
communication blocks in wife; parents - children; grandparents - grandchildren, etc. Harmonization • Completing the family
the family of family communication. file
• distinguish between • Brainstorming
family communication • Training
styles • Explanations
• interpret the principles of • Guided, independent
effective reading
communication • Family portfolio
• develop an action plan to
harmonize
communication and
family relationships
• Determining the function 3. Family and children Deductive strategy
of the family and its role Family functions. Family is a school of love. Mother's love. Father's • Thematic conference
in the child's education love. Brother's love. Effective family relationships. The role of the father • A competition for parents'
• characterize maternal, in the family and his relationship with children. The role of the mother in works and children's
paternal and brotherly the family and her relations with children. Different types of families and drawings about the family
love the place of children in them. Education of children in the family. • Communication
• distinguish between • Exchange of experiences
different types of • Family portfolio
relationships, behavior • Brainstorming
styles and family types • Completing an effective
• determining the child's
place in the family and
the parents' contribution parent sheet
to its education • An explanation

1 2 3
• Getting to know the factors and conditions of 4. Family partnership and raising children in the Experimental strategy
effective education of children aged 5-7 in the family • Exchange of experiences
family Education of preschool children. Family • Communication
• recognizing the styles and strategies of educating partnership - a factor that stabilizes family • Reading with
preschool children in the family relationships. annotations
• analysis of the application of dft methods. education Family styles and strategies of • Brainstorming
from the perspective of respecting children's education. Upbringing methods used in the • Synectics
rights family. Respect for children's rights in family • Family portfolio
education. • Training
• Essay for parents and
drawing contest for kids
"Me and my family"
• Demonstration of
intuitive material and
explanation.
• Know the goals of education (ideal, goal, goals) 5. Education through and for culture and Exposition-heuristic
• distinguish between the dimensions of education civilization strategy
• be aware that the implementation of the dimensions Shaping a positive attitude towards life and • Communication;
of education will contribute to shaping the child's culture. Education dimensions: • Lecture-discussion
culture and cultivating the civilized behavior of the - moral education; • Brainstorming
whole family - intellectual education; • Family portfolio
- technological education; • Reading with
- aesthetic education; annotations
- psychophysical education. • Synectics
• An explanation

1 2 3
• identify basic elements • Personal freedom and social responsibility. Patriotism and individual • Commenting on the
individual culture: patriotism, • cultures - his. sequence
personal freedom, responsibility, • Education through values and for values. "New education" versus the • from magazines.
development of an educational content of family education and preparation of a child for • Agenda with
program life. Cognitive education in the family. parallel notes
• cation for culture and civilization • Constructive
a controversy
• own family
• Identify the components of the 6. Family health education Deductive strategy

file Healthy lifestyle. Eco - logical education and health. Culture and • Speech
• healthy lifestyle morality - the basics of human health. Kings - • Guided discussion
• interpret health from different for days. Dream. Rational nutrition. Hardening the body. Personal • Questioning
• perspectives: moral, ecological, hygiene and home hygiene. Prevention of infectious and sexually • Round table
etc. transmitted diseases AIDS. • Family portfolio
• develop a daily treatment • Exhibition and
regimen training
• a child in the age of 5-6-7 • Exercise
years
• Constructive
• preparing a menu controversy
• for a day and a week • Agenda with
• develop a program parallel notes
• family health

1 2 3
• Interpret the importance of 7. Recreational education Exposition-heuristic
organizing free time in the The culture of relaxation in the family. Involving children in the strategy
family organization of holidays, walks, meetings, etc. • Communication
• list ways of spending free Television and entertainment. Family reading. Family • History
time in the family discussions. Family advice on developing a rest plan; change aspects • An explanation
• describe family traditions in of family life. • Round table
terms of free time, rest and • Brainstorming
holidays • "panel" discussion
• develop a family vacation • Selective reading
program for a day, week, • Constructive controversy
vacation, etc. • Family portfolio
• Interpret the concept of 8. Family upbringing in a family Deductive strategy
happiness? the importance of the family for man. • Communication
• distinguish between general Family - transmission belt of national values. Culture of grandparents • Speech
human and national values and parents in the context of family life. Harmonious family. A model • Technique: formulates-
• interpret the importance of of a harmonious family. A productive family man. Happiness and communicates-listens-
the family and parents in love in the family. creates
shaping the child's • Exercise
personality • Questioning
• explain the feeling of love in • Brainstorming
adulthood and youth • Spider
• develop a program of • Agenda with parallel
harmonization of notes
interpersonal relations in the • Chart T
family • Round table

1 2 3
9. Education through faith and shaping moral and spiritual Exposition-heuristic
qualities. Faith and spiritual moral education. strategy
Visiting holy places (churches, monasteries), moral, spiritual and • Speech
• Explain the importance of faith for man civic education. • Discussion
• interpret the phenomenon of faith through Religious holidays and their importance in preschool • reading with
the prism of one's own family culture education. Children's Bible. Prayers for children. annotations
• establish links between porun- • "Think-pair-present"
• Biblical principles and technique
rules for guiding • Calendar with parallel
• moral notes
• distinguishing major religious holidays • Chart T
• recreate intended prayers • Family portfolio
• children and explain their • Round table
importance in children's education
• Identifying the causes of internal conflicts 10.
Culture of family conflict management . Internal and Induction strategy
• establishing a connection between the interpersonal conflict. The causes of intra-family conflicts. • Case study
cone Husband-wife, children-parents conflicts. Culture of behavior • Brainstorming
• internal and interpersonal struggles and prevention of family conflicts. • Communication
• development of a conflict prevention • Analysis of life
program for lamilies situations
• Training
• Family portfolio
• Agenda with parallel
notes

1 2 3
• Argue the role of kindergarten in 11. Preparing the child for school
preparing a child for school The role of kindergarten in preparing a child for
Deductive strategy
• identifying the main sections of the school. Educational program for children aged 5-7. Teaching
"Questioning
curriculum for children aged 5-6-7 technologies. Contribution of the family to the preparation of
"Communication
• describe the role of the family in the child for school.
• Case study
preparing the child for school
• Brainstorming
Analysis of the products
of children's activity
• Selected reading
• Round table
• Distinguish between the main Exposition-heuristic
partners with whom the family strategy
needs to work • Questioning
• to estimate the functions of the 12. Partnership "Round table
family and kindergarten of children family - kindergarten - school • Brainstorming
in cooperation with the family- Cooperation between the family and the • Speech
kindergarten institution kindergarten. Functions of the family and preschool • Debates
• interpret the deontological code of institution. Deontological code of the preschool and family
educational partnership union.
• develop a family action plan to The work regime of the kindergarten and its observance by • Conversation
optimize cooperation with the parents. • Agenda with parallel
kindergarten and school Parent meetings, Parents' Council, schools for parents. notes
3. ACTIONS FOR EDUCATION FAMILY PARENTS
AND STUDENTS SCHOOLS PRIMARY
General goals and competences
On the level of knowledge:

- learning about the specificity of the age, gender / sex and the specificity of an individual psychological child aged 7-
10;
- identification of the conditions, content and methods of family education of young schoolchildren;
- interpret family functions and social roles of adult members in correlation with shaping the abilities and skills
necessary for an efficient family person and parent.
At the application level:
- • apply the principles of civilized behavior in the family;
- changing conditions and behavior strategies, bodies - Nizar family life;
- assess the fulfillment of family duties and responsibilities;
- argue the need for family education of children and parents.
At the integration level:
- model various formation / educational situations in the family;
- plan your activities in the optimization of the joint - cations and family relationships;
- development of various programs to improve family relations, self-education and education of children.

Plan - EF program

Reference objectives content Educational activities
1 2 3
• Awareness of self-worth and the 1. Respect for oneself and for others - the basis of Exposition-heuristic strategy
importance of self-respect for self- humanism and tolerance • Communication
improvement and self-education » • Lecture-discussion
• interpret basic human and child rights Self-awareness and self-respect. • Conversations
• developing methods and educational Human culture and self-improvement. Self-update • Family portfolio
means for self-improvement and and self-improvement. Human personality and • Reading with annotations
cultivating self-respect, responsibility and respect for human rights. Children's rights. • Brainstorming
honesty in family members Self-education and family partners. • Speech
Respect for oneself, responsibility and honesty in • Questioning
the family. • Explanation and demonstration of
Character formation and family. intuitive material (personality
structure diagram)
• Define the conditions of an effective 2. Family and children Deductive strategy

family in raising children Family and family functions. • Brainstorm
• developing a model of an able parent Family and dynamics of its development. • Round table
(mother / father) Parent-child relationship. • Training

1 2 3
• developing a program to Personality and education of a child at different ages. Crises in the age of parents • Complete family file
harmonize the parent- and crises in the age of children. The role of the mother in the family and her and portfolio
child relationship relations with children. The role of the father in the family and his relations with • Independent
children. Different types of families and the place of children in them. Raising reading
children in the family. • Exchange of
views
• Distinguish between the 3. The family is a school of love Experimental

features and Love, court, marriage and family. Love and civilized husband-wife relations - strategy
possibilities of human the ethical foundation of children's culture. • Exchange of
love Maternal and paternal love. Self-esteem and love. Love attracts and gives love to experiences
• analyze the components others. Self-image and family image. • Brainstorming
of civilized behavior in • Reading with
love annotations
• develop a program of • Training
activities to optimize the • Supplementing the
family image family portfolio
• Agenda with
parallel notes
• Distinguishing between4. Upbringing to culture and civilization in the family Deductive strategy
goals and dimensions of Moral education and shaping civilized behavior in young students. • Discussion
education Ways of raising children in a positive attitude to the culture of our nation. • Brainstorming
• promoting general • Round table
human / universal • Constructive
values and national controversy
values

1 2 3
• developing an educational Dimensions of education: moral, intellectual, aesthetic, technological, • Agenda with
program for your own family psychophysical education. Education through values and for parallel notes
values. Patriotism and civic education. Environmental education in the
family. Education for democracy and family. The values of the nation and
the values of the family
• Identify the elements of a 5. Family health education Deductive strategy
healthy lifestyle Family and healthy lifestyle. Health education for children aged 7-10. • Communication
• interpret health from different Student's day regime for grades I, II, III, IV. Hygiene of intellectual work • Discussions
perspectives: moral, of a small student. Rational eating and sleep. • Questionnaire
environmental, eco - nomic, Personal hygiene and home hygiene. • Chart T
psychological, aesthetic, Prevention of infectious diseases. • Agenda with
etc. Family sex and gender education. parallel notes
• develop a family health Fighting and preventing addictions (smoking, drug addiction, etc.), • Folder being
program. Healthcare - an essential part of culture transferred
• Family portfolio.
• Brainstorming.
• Round table.

1 2 3
• Analysis of ways of spending free 6. Education in free time Induction strategy
time in the family (adults, The culture of relaxation in the family. Active recreation. hosting • Case study
children) grandparents and relatives. Traditional and national • "panel" discussion
• describe family traditions holidays. Walk and journey. Rest at sea. TV programs and • Questionnaire
regarding the organization of relaxation. • Constructive
recreation Family discussions. Family reading. Family counseling and controversy
• development of a comprehensive leisure. • Exercise
family vacation organization • Brainstorming
program (summer, winter) • Round table
7. Education through faith and shaping moral and spiritual qualities Exposition-heuristic
The Bible - Book of Books. Faith and moral and spiritual strategy
education. Biblical indications and education of a little • Reading with
• Speaking about the importance of student. Prayers for children. annotations
faith through your family's Faith and morality - the foundation of human culture. Religious • An explanation
culture holidays and their role in the upbringing of young children. • Communication /
• distinguish correlations between reports
biblical guidelines and norms, • "panel" discussion
principles of moral behavior • Round table
• comment on the importance of • Family portfolio
religion in education • Agenda with parallel
• a child notes
• Recognizing the conditions and 8. Beauty starts with the family
possibilities of aesthetic education The development of aesthetic taste in the family. Nature and art - Deductive strategy
in the family an inexhaustible source of beauty. • Communication
Fashion and clothing style. • Papers
• Exhibition of objects
made in the frame

1 2 3
• describe the aesthetics of the Cultivating taste and aesthetic sense in the family. Home • Round table
home, clothes, and your decor. Preparation for vacation: accommodation, food, clothing. • Demonstration of
family's Christmas meal Beauty can be created with your own hands. slides
• developing a program of • Comment
aesthetic education for • Brainstorming
children
• Interpret the content of the S Deductive strategy
modalities of sex education • Thematic
for children aged 7-10 conference
• define the conditions for • Communication
creating a harmonious • Supplementing the
family 9. Upbringing to the family and parenthood in the family family portfolio
• develop the behavior of Gender / gender specificity and family education. A harmonious family • An explanation
models - an effective spouse, is a structure of both partners and all its members. the importance of the • Brainstorming
children family for man. One-parent family and family education. Traditional • Exchange of
family and new types of families. experiences
Egalitarian and complementary family model. • Training
• Presentation of various 10. Upbringing through work in a family Exposition-heuristic
strategies, ways of dividing Duties and responsibilities in the family. Division and implementation strategy
and fulfilling family of duties and professional tasks:., Moral strategies, mechanisms, • Discussions
professional duties; modalities. • Constructive
• identifying the conditions of We cultivate a creative and responsible spirit in children. Effective controversy.
education through work for parenting. • Communication
children aged 7-10; • An explanation.
• Exercise.
• Demonstration

1 2 3
• developing a program to improve Hygiene of family work.
• slides
children's education through work. Mutual help: clap, sitting.
• Round table.
Career counseling in the family.
• Supplementing the family
portfolio
• Defining the conditions for effective 11. Intellectual development of a child and family Exposition-heuristic
intellectual education in the family Types of intellect and family upbringing. Barriers to strategy
• identification of intellectual barriers / intellectual communication; in the family. • Communication
blockages in family communication Intellectual profile of parent-child communication and • An explanation
• develop a program that stimulates child education. Television and intellectual education. • History
cognitive interests (for children aged 7- Family and children's library: we learn to learn. How to • Reading with
10) learn more effectively. annotations
Family reading, • Brainstorming
• Synectics
• Round table
• Determine the effectiveness of 12. Economic culture of the family Deductive strategy
management Family farm and management. • Case study
• family budget Family budget: its creation, planning and • Benchmarking
• Assess the functions of each family management. The minimum rate of consumption in the • Role play
member in terms of completion family. • Brainstorming
budget Strategies of fulfilling the function of "housewife" in the • Family portfolio
• developing an economic education family. • Constructive
program for children aged 7-10 Family counseling and their economic function. controversy

1 2 3

Education of children and the problem of "pocket money". • Round table
We are economical, but not stingy with solutions. • Communication
• To distinguish the causes of13. Culture and art of directing, solving family conflicts Experimental
conflicts in Self-awareness and internal conflict. Interpersonal conflicts in the strategy
• tertiary family. Difficulties. understanding and influencing the child. • Brainstorming
• interpret the causes of Possible conflicting reactions of a little schoolboy. • Synectics
conflicts Ways of dealing with conflict husband-wife and parents-children. • Role play
• family • Chart T
• develop a family conflict • Constructive
management program controversy
• Round table
• Determining the coordinates of
14. Family-school-community educational partnership Exposition-
the family-school partnership Coordinates the smooth cooperation of the family with the school. The heuristic strategy
• defining the forms and deontological code of the family-school partnership. Forms and paths • Communication
conditions for effective of family - school - community cooperation. • Conversations
cooperation between the family Parents' associations. Counsel parents. Parent meetings. Schools for • Guided reading
and the school parents. • Demonstration of
• development of a deontological models
code on educational • Brainstorming
partnership • An explanation
• Effective partner
portfolio
• Chart T
• Round table

4. ACTIVITIES WITH PARENTS CONCERNING
FAMILY AND PARENTAL EDUCATION
The subject of PE in working with parents should be approached from the perspective of four positions in
which they can be combined:
I. Influences of the institution's administration and the parent's committee;
II. Influences of the psychological service of the institution;
III. Leader influence;
IV. Influence of teachers in teaching the subjects included in the curriculum.
One of the most effective ways to inform / train parents about matters related to family life is
the University and / or School for Parents ; The parental council is elected (then approved by an administrative
order) by the teaching staff and parents. A credit psychologist may be appointed as a leader - institutions or a teacher
of ethics and psychology of family life . To the relevant Council can choose several leaders, 2 3 parents proposed by
the committee parent classes; a doctor, 2-3 high school students and a member of the administration.
The main purpose of classes with parents lies in the aprofun - it gives the knowledge and skills to optimize
the culture of chiseling family relationships and raising children.
Goals and general competences:
• humanization and democratization of education through participation and pre - cooking of parents in making
decisions about their children.
• Optimization of communication and family relationships from the perspective of strengthening the psycho-
pedagogical culture of adults (parents).
• Strengthen the unity between the parents' educational awareness and proper conduct in relation to their own
family life and the family upbringing of their children.
• Informing parents about essential issues related to the preparation of young people for family life.

128

• Knowledge of the family climate, parental behavior and the relationship between a teenager and a parent.
• Psycho-pedagogical help for the family in which there are difficult / conflict situations with young people.
• Training of skills in cultivating a healthy lifestyle in adolescents.
• Improving parenting skills in the field of gender and sexual education and shaping a positive attitude to family
life.
• Informing parents about the education of an adolescent family - pennies.
• Strengthening motivation and openness to learning / Interio - authoritative behavioral model of a family man and
an effective parent.
In this context, after the end of the program, parents will be able to:
• defining the functions of the family / parents in the child's education;
• know the specifics of the mature inte love factor - Meier and balanced families;
• getting to know the age and personality of personality before and after adolescence;
• be aware that self-esteem will contribute to the child's self-esteem;
• identify factors and components of a healthy lifestyle for the individual and family;
• inform about the importance of religion and Christian ethics for the harmonization of family relations;
• distinguish between values and virtues that the family passes on to its descendants;
• describe the skills and functions of an effective family and parent;
• list the features that the future of the family must develop.
• subtract the factors, conditions, strategies and methods of upbringing - before puberty and growing up in the
family;
• establishing a scale of values and virtues of his child;

129

• defining the conditions for the harmonization of family relations;
• analyze marriage and family from the perspective of Christian ethics;
• identifying mistakes and errors in the way of life of one's own family;
• deduce the advantages and limitations of styles and strategies COMP - tamentale own family;
• demonstration of practical examples and cases of child import - dances and benefits related to family life;
• analyze the personality traits necessary for a man and a woman to establish a harmonious and lasting family.
• developing a program of activities to optimize the correlation of the ima - genie with the family;
• develop a program with advice for boys / girls on cul - shift relationships in friendship, love, courtship;
• formulate a set of recommendations on moral and ethical self-education, gender and decision making;
• indication of the basic elements of a conversation about gender, human sexuality and ethics of behavior with a
child / teenager;
• developing knowledge and skills concerning the family and upbringing of children from the perspective of
Christian ethics;
• developing a code of moral and ethical principles for oneself and the whole family;
• developing a comprehensive health program for the family (daily life, food, rest, etc.);
• developing a strategy for managing and resolving family conflicts (children - parents, husband - wife,
grandparents - grandchildren, etc.);
• supplement the Family Portfolio with a program of education and preparation of preschool / adolescent children
for family life;
• develop a self-improvement program (as a family member and parent);
• developing a program with recommendations and advice to your children about family life (present and
future).
Plan - EF program

Model
Reference objectives Recommended content
1 2
• Awareness that self-esteem will
contribute to the development of self-
esteem
• describe the skills and functions of an
effective family and parent
• developing a program of activities for
oneself regarding the optimization of
self-image in correlation with the
family
Self-esteem and family
• Self-esteem and human dignity - a decisive factor in children's
education - Lulu. An image of a family man and a parent.
• Personal self- fulfillment - The strategy of effective - cient parenting of
children in the family. Personality. Parent's Occupation. Main personality
traits.
• Periodization of human age. Restruktu - turing anatomical and physiological
needs and individual psychological equipment.
• Crises in age and family life. The importance of family and human
devel - ing self-esteem.
• A family that wants to mature - tulle and youth. Parents' competences and
effectiveness.
• To learn the authorities of particular-

life and for - Sonal of
preado - lescentului The transition period before adolescence from childhood to adolescence
• deduction factors con - stances, • Preadolescence - a period of intense and repeated changes.
strategies, fashion - stranded preado • How to get to know a preschool person and his orientation towards self-
education - family lescentului awareness. Relationship between parent and adolescence. Culture of
• develop a program with cultural communication with youth and ethics of family relations. Preteen and his
advice for boys / girls preparation for private life. boys
131

1 2
sexual relations, Prieta - no, love, courtship
they must be educated to compassion for girls / women and girls
to compassion for boys / men.
• Know special powers - love me - changes target Love and sexuality aimed at harmonizing family relationships
factor - sustainable Meier family • Love, marriage and family. The myths of love and the culture of
• defining the conditions for the harmonization of family relations.
family relations • Harmonious family and disharmonious family. The conditions of
• designing ele - ments connection based on sex / a successful marriage can also become the conditions of an
gender and ethical conduct of preteen / enduring family.
ADO - lescentul • Man and woman. Cooperation or against - frontlets. The
specificity of gender / gender and harmonization of family
relationships.
• Presentation of the importance of religion and

Christian ethics for the harmonization of family
relationships
• analyze marriage and family through the prism of
Christian ethics
• deepening the knowledge and skills related to theFamily and upbringing of children through the prism of Christian
family and raising children from the perspective ethics
of stupid ethics • Love, court, marriage through the prism of Christian ethics. The
marriage covenant and the sentimental bond of security
strengthen man's virtues.
• Family - "little church". The temptations of life and the Christian
way of life. ... "Children" of children - the crown of the elders
".
• How can we make parents "the glory of their children"?
• Good, truth, beauty, holiness in the family.
• Honesty and fidelity develop in the family. "With evil for good
you will not reach."
132

1 2
• Analysis of the elements of internal and
external culture that develop in the
family
• design strategies for managing and
resolving family conflicts
• Develop a code of rules for you and the
whole family Module 6. Culture of family relations
• Family - a measure of human culture. Moral and ethical values and
norms of family behavior.
• Culture of parent-child relationship. Culture and art of family conflict
management.
• Learns internal and external culture from parents.
• Communication and behavior in difficult situations.
• A harmonious family model. The virtues of an efficient family man. A
code of good manners in a traditional family.
• Family and "equality" culture.
• Identify factors and components of a
healthy lifestyle for the individual and
family
• identifying mistakes and errors in the way
of life of one's own family
• developing a comprehensive health
program for the family (housing, daily,
diet, rest, etc.).
Healthy lifestyle is taught in the family

• Family health. Components of a healthy lifestyle in the family.
• Psychophysical culture and strengthening the health of adults and
children in the family. Rational nutrition. Diet and diet.
• Personal hygiene and home hygiene. Gim - birth, physical education,
recreational family.
• Prevention of infectious and sexually transmitted diseases, AIDS.
• Negative habits: smoking, alcohol consumption, drug abuse. Drug
addiction problem. How to warn and how to fight - be afraid of vices and
harmful habits.
133

1 2
• Determining the functions of the family / parents in
terms of the child's education;
• Distinguish between
dimensible and educational goals - CATIA
• deduce the advantages and limitations of family
learning styles and strategies
• complement the porto - Foli family with the education
and training program for preschool children /
adolescents for family life
Family life and children's education

• Family and educational values. Idelian education - mental and
educational dimension . Parental Educational Strategies:
Forms, Methods, Means. Family parenting style.
• Moral education: shaping civilized behavior. Respect for
children's rights. Intellectual profile of family education.
• Moral and civic education. Economic
education - small. Education through beautiful
and kind . Recreational education. Pocket money.
• Work - means and purpose of education in the fall - the RUL
family. Consent and disapproval.
• Policies, strategies and technology education - tion
family. Education of children in an incomplete
family. Education and organization of children's life in a
rebuilt family.
• Education and relations with children in the event of
divorce. Ethics of divorce relations. Dad as a tutor. Mother as
a tutor. Grandparents as educators.
Education for a harmonious and balanced family

• A harmonious and balanced family - a model for the young
• Distinguish between the values and virtues that the generation. Traditional family and trends in contemporary
family passes on to its descendants family development. A family of egalitarian types.
• develop a pro - gramme autoperfec- tioning (as head • Mature love, self-commitment and responsibility of family
of the family and father) partners.
134

1 2
• demonstrating to children
through examples and concrete • A harmonious family model. Model of an efficient family man.
cases the importance and • Parents' values and virtues are Interio - authorized copies. The specificity of
benefits of family life gender / gender and the diversity of family and parental roles.
• List the qualities that the future
family member (female, male)
must develop and possess
• inventory of personality traits
necessary for a man and a
woman to establish a
harmonious and lasting family
• will develop a program with
recommendations and advice
for their children about family
life (present and future)
Upbringing for a family - conditions for a safe valorization of human personality

• A sustainable family - a special value of the Moldavian nation. Functions,
strategies and types of families and family partners. Self-realization and self-
realization of perso - nalităţii the child begins at home. Imagine - we parents as a
model fulfillment and reserve. Harmonious relations between parents as a
behavioral model for children as future family members.
• Family - a school of love. True love. Mother's love. What kind of mother does the
child need.
• Father's love. What a father needs a child for.
• What does a happy family mean. What kind of family does her husband
want? What kind of Fami - lies she wants. What kind of spouses do we want? State
of compliance and com - promised marriage. Complementarity, similarity and
contrast of partners: spouses and children. Continuation of personal and family
training.
135
Preparatory sketch for the development

of Learning Partnership Planning

and
STEPS:

fa - ANALYSIS OF THE RESULTS OF PREVIOUS COOPERATION WITH EDUCATIONAL AGENCIES
fa
- ANALYSIS OF POSSIBILITIES OF COOPERATION

fa
- RESEARCH OBJECTIVES AND TASKS - priority over specific - PLATE AND EDUCATIONAL
OPPORTUNITIES PARTNERS

fa
- DEFINING THE CONTENT OF COOPERATION

fa
- CHOICE OF FORMS OF COOPERATION

fa
- CHOICE OF COOPERATION METHODS

fa - DETERMINATION OF RESPONSIBILITIES AND TIME LIMITS
fa - LOGICAL SEQUENCE OF ACTIONS AND ACTIVITIES
► - DEVELOP A COOPERATION PLAN

Partnerships

137

7. POSSIBLE EDUCATIONAL MODEL FOR THE MEDIA (author Silvia Șpac )

A practical guide to using EMM in collaboration between school and family

1 2 3 4 5 6

suggest variants 5. About your Collecting activities - rąbki Moldova, social activities, with associates of the
and solutions for favorite movies teachers discussions, stock Informa - tion, Video-Fund and
your favorite and shows. Classes with parents of continuous tracking Cinema-Fund
6. Kitsch and its students. sectors,
movies-,
impact.
to define kitsch in with parents and
television families of
programs. students.
broadening the 1. Public Classes in class Activities Group activities - announcers, - Periodically. Planning of
horizon of space - Radio with parents of students Collecting information. Listening Producers of radio extracurricular activities will take
knowledge by Moldova Extracurricular activities to recordings, audio programs -, place taking into account students'
listening to radio
2. Radio stories for Didactic activities at school transmissions. Literary circles - parents; leisure time resources and
broadcasts, today's and outside of school Visits to the radio house - students' family, avoiding overload that could
apply the tomorrow's Activities Literary competition Music - teachers trigger rejection reactions.
information children. performance Trips to the radio - school
obtained thanks3. Children's
to house management;
the waves in microphone Writing for kids National Library for
everyday use; theater. children "Ion
develop a program 4. At the source of Creangă";
for listening to wisdom Studio Radio
children's radio 5. The most House;
programs; beautiful dream Radio Heritage
creating projects from childhood. Department
that modify 6. Sound archives of - The parents'
programs history. Good family
proposed by the night, kids, the
media. first radio
broadcast

1 2 3 4 salt 6
- distinguish 1. The media, Activities during school Educational - school heads, Periodically (according to the
advantages and friend or foe. hours Educational Lesson Views teachers; established schedule). ACTi
disadvantages of 2. Civil society activities at school outside Information - with the school design - tivity extradi- DACT
mass media - and media. school hours Activities about auditions librarian; is made so that it can be
critically analyze 3. Supporting with parents of pupils Discussions - specialists: integrated into a complex
information - heard media Extracurricular activities Literary circles editorial Acti - receivables and meet
and watched; culture. Extracurricular activities Common staff - smoking, the same educational
- deduce the principles
4. Media with parents activities writers, principles
of media culture; education so Information kings - dawn,
- define ways to raise that everyone gathering writers, etc.;
media awareness, can Individual - family, parents;
- argue their opinion on understand. study. Guided - school
the EMM. 5. I read, look, reading. management
analyze as a Suggested
responsible viewing
citizen.
8. STUDY OF COOPERATION IN PARTNERSHIP
SCHOOL - FAMILY - COMMUNITY.
QUESTIONNAIRE FOR TEACHERS
1. What forms of cooperation with your family do you use?

2. What methods do you use in working with your family?
3. What methods of cooperation / partnership with parents do you find effective? Argue.
4. Which community institutions do you work with? (Full name and surname)
5. What are the directions / aspects of cooperation and partnership with social institutions? Specify.
6. Suggestions for:
a) a school-family partnership
b) school-community partnership

Thank you!

141

9. STUDY OF COOPERATION IN
THE SCHOOL-FAMILY-COMMUNITY PARTNERSHIP .
QUESTIONNAIRE FOR PARENTS
1. How much time do you spend on average per day for your child:
a) hours; b) 1 hour; c) 2 hours; d) more than 2 hours?
2. People most involved in your child's out-of-school education are:
what about the parents; b) grandparents; c) other family members;
d) people from the community?
3. Your family gatherings to attend with your parents during the convo - teacher ed / administration of educational
institutions:
a) always; b) on a case-by-case basis; c) very rarely; d) place (type)?
4. What other means of communication with the school does your family use?
a) individual meetings; b) telephone calls;
c) home visits
5. Are you satisfied with your child's success in school?
to give; b) no; c) partially
6. You were with your child in the first half of the 2010-2011 school year in:
Library; b) theater; c) a museum; d) excursion
7. What book did you buy for your child during this period?
8. Who helps the child to prepare the lesson:
father; b) mom; c) sister / brother; d) alone; e) other educational actors?
9. Your child is reading:
a) with pleasure; b) at the request of the teacher; c) under pressure from parents
10. Your family reads more from:
a) books; b) internet; c) advertising; d) other sources.
Dear Parents,
With this questionnaire, we aim to identify solutions to improve cooperation between family, school and
community.
Please read the questions carefully, provide reliable and accurate answers by circling the letter next to the
chosen or detailed answer in the space provided. Questionnaires are anonymous.
Thank you for your understanding!

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10. COOPERATION STUDY IN THE SCHOOL-FAMILY-COMMUNITY PARTNERSHIP .

QUESTIONNAIRE FOR STUDENTS
1. Do you go to meditation classes? Circle: Yes. No.

2. Do you manage to prepare all the homework for meditation classes? Check (v). Yes. No.
3. What is your favorite subject / discipline?
4. In what discipline do you conduct your own lessons?
5. Which subject / discipline is more difficult for you?
6. What problems does this pose for you?
7. Who helps you overcome the difficulties you encounter? Check (v).
___Dad ___Mom ___Grandma ___Grandpa ___ Teacher
___Other people If other people who exactly?
8. Who do you usually prepare lessons with?
9. Which of your family members comes to school the most?
10. What help did your colleagues and family members present to the lessons give you?
11. How do you feel when one of your family members is in class? Check (v).
___Very good, ___Good, ___Uncomfortable, ___ Durable,
___Approved, ___Free, ___Applied
12. Have you noticed any changes in your attitudes towards learning since your family members collaborated with the
school? Circle Yes or No.
If YES, what changes or product?

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11. PARTNERSHIP STUDY
SCHOOL - FAMILY - COMMUNITY.
QUESTIONNAIRE FOR COLLABORATORS OF LIBRARIES
• Which educational institution do you work with (please specify the level of education you work with: primary,
secondary, high school?
• What activities did you organize together with students, teachers, parents in primary school?
• Have you selected parenting literature separately?
• Her fund?
• How many primary school children attend the library during:
a week ; a month ; year ?
• What are your suggestions for collaboration for teachers?
• What are your suggestions for working with parents who have children in primary school?
• How many trips do you have in your school / primary school?
On the moon ; a year ; last 3 years
• What is their purpose?
• What effects / changes have you noticed in pupils' behavior as a result of working with them, their parents and
teachers?

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12. DEONTOLOGICAL CODE FOR EDUCATIONAL PARTNERSHIP.
COMMUNICATION AND BEHAVIOR
OF EDUCATIONAL REPRESENTATIVES
1. Respect the rights of the child. Protect and support the child, protect him from injustice and respect his
personality.
2. Highlight the positive qualities of the child. Rely on them for development to neutralize the negative.
3. Be honest, tolerant and flexible. Remember the golden rule of behavior: treat your partner the way you would like
him to behave with you.
4. Do not harm the educational process. Show tact, empathy, dynamism, competence, and you will gain respect and
recognition of your partner.
5. Study each other. Focus this process on self-esteem and self-education as basic building blocks of knowledge and
behavior regulation.
6. Listen carefully and try to understand your partner. Share your partners' interests and support their initiatives.
7. Be creative! Change the content, methods and means of cola - stimulating parents.
8. Be open to cooperation, attentive, cordial and objective! Do not go against children and partners, trust them.
9. Don't tag your children and partners. Do not give hasty or harsh judgments that could offend your partner and
baby.
10. If you have made a mistake or an injustice, you have the courage to apologize to your partner and “try not to repeat
the situation.
11. Keep your promises and meet deadlines.
12. Analyze difficult situations together to be able to manage them more effectively. Don't be biased when you
appreciate your partner.
13. Organize and systematically participate in discussions on child education and educational agents, skills
development.
14. Remember: a child needs love, respect and cooperation. Be kind and demanding, but do not act as a commander but
as a counselor, do not give orders but urge, persuade and pray.
( Cuznetsov Larisa . Educational treatise for the family. Family pedagogy.
Chisinau: CEP USM, 2008. pp. 572-573)

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13. EXTRACT FROM THE REPUBLIC OF MOLDOVA "FAMILY CODE"

No. 1316-XIV of October 26, 2000.
Official Journal of the Republic of Moldova
no. 47-48 / 210 of April 26, 2001
Article 60. The rights and obligations of parents in the upbringing and upbringing of children
(1) Parents have the right and duty to educate their children con - create their own beliefs, regardless of whether
they live together or apart.
(2) Parents are responsible for the inte - lectuală and spiritual development of children and their education takes
precedence over all others.
(3) Parents are required to ensure that their child attends school until the end of the first year in which they reach
the age of 16. Institution and parents choose the form of education, taking into account - rare views of the
child.
(4) Disputes between parents concerning the upbringing and upbringing of children are settled by the guardianship
office, and its decision may be appealed to the court.
Article 62. Exercise of parental rights
(5) The parents' rights may not be exercised against the interests of their child. Parents may not harm the child's
physical and mental health.
(6) Methods of bringing up children, selected parents exclude abuse, insults and all kinds of maltreatment,
discrimination, mental and physical violence, corporal punishment, participation in criminal activity,
initiation - alcohol abuse , use of intoxicants

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drugs and psychotropic drugs, gambling, begging and other illegal activities.
[Art. 62 sec. (2) amended LP120-XVI from 05/29/08, MO125-126 / 07/15/08 art. 489]
(7) All matters relating to the education and upbringing of the child shall be settled by the parents by mutual
consent, taking into account the interests and opinions of the child.
(8) Parents have an agreed responsibility for enforcement - relying on parental rights to the detriment of the
child.
(http://lex.justice.md/index.phpaction)

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14. INFORMAL EDUCATIONAL PROGRAM FOR PARENTS
AND COMMUNITY REPRESENTATIVES
Education of Parents and Social Agents

(author Braghiș Maria)
I. Conceptual framework
Based on our research, we found that the role of parents of environmental agents in the education of children
in primary schools is undeniable. The behavior of the Mo - Dele family and environmental agents leaves a mark on
the child for life, paving the way for shaping his personality and developing value priorities. The school-family-
community educational partnership is a phenol - the basic learning menu that builds / plăsmuieşte the human
personality and school age at the primary level becomes an effective use of the phase / stage of parental and
community meaning. Curriculum - Riva must optimize the school-family-community educational partnership by
expanding parenting knowledge and skills, changing the attitudes of parents and community representatives as part
of the systematic scientific and practical activities of the licării partner workshop .
The informal curriculum for parents and community representatives is based on the Universal Declaration of
Human Rights (1948), the International Convention on the Rights of the Child (New York, 1989) - in force in the
Republic of Moldova from February 25, 1993, the United Nations Convention on Education, Science and Culture
( UNESCO), The Concept of Education in the Republic of Moldova, Education Law of the Republic of
Moldova (1995) with necessary amendments from April 2012, National Learning Development Program

148

in the Republic of Moldova, the Family Code of the Republic of Moldova, curriculum for grades I-IV, curriculum
for grades I-IV. In the process of developing the curriculum, the requirements / records of documents, current acts of
cooperation / partnership between school, family and community, developed by international / local forums and
bodies were taken into account.
Also reported in adult education, children as a methodological support of informal learning for parents and
community agencies were the psychological peculiarities of the child's personality in primary school formal
dimensions and the andragogic model of education / adult education [Apud 55].
The course for parents and social agents has been developed in line with the aspirations / trends of education
for all, perspectives / evolutions of lifelong learning and based on a set / group of pedagogical, psychological,
axiological, logical and technological principles.
Focusing on EP valorization, the non-formal curriculum for parents and social workers also includes EP
coordinates, possible blockages in the EP, PE deontology, adult training strategies, conditions for improving work
with adults on PE optimization, bibliographic reference points for parents and social agents.
II. General goals and competences
The course is intended for the education / training of parents and social agents as mentioned above, it is
informal in nature and is intended for use in adult school activities, parent meetings, parent training workshops and
agents. In the context of optimizing PE in primary school.
By the end of this course, Community Parents and Agencies - Community Producers will be able and
competent to:
- learning the basic concepts of the EP: cooperation; colabo - rare education; Cooperation; educational
partnership;

149

- community; educational community; educational agents; layers - tions; pedagogical / educational strategy and
optimization;
- identifying the conditions, principles and strategies for optimizing school-family-community PE;
- name the values and virtues that the family and educational actors in the community can pass on to new
generations.
- analyze the purpose, design, development and extension of the school-family-community PE at the stage of primary
education;
- argue the need to involve parents and social agents in establishing and developing partnerships with the school and
other educational institutions in the community;
- use in various activities the knowledge, skills and abilities acquired in activities carried out in cooperation with the
school and community agencies;
- coordinating educational activities as part of cooperation / partnership of the family with the school and other
educational institutions in the community;
- designing educational activities as part of the Workshop for partners;
- lead a partnership project developed together with the school and social agencies.
150

Recommended content

Recommended activities
Recommended content
Reference objectives
1 2 3
- identify the Discussions based on photos, problem
con - ceptele basic as: situations, exercises to develop Lexi - cului
collaboration, exercises comparing DIF - ritor situations, Role
cooperation, Playing Proposed topic Assessment Exercise:
communi - cation, essay test, mini-test discussions on the functions
network of Partners - educational TAD.
optimization;
- describe the functions Module 1.
of PE; Educational partnership.
- develop a partnership / >
EP definition; Initial problems.
- operation Functions of education and content of the
analysis - tions EP learning partnership
corelând- purpose of Concept. Concept and phenol - partnership
their menu. Con - ceptele basic and
execution - şurării
Auxi - Liar. EP content. Coor - donatele
it.
IN. Types of partnership. Purpose,
object - his daughter and
expansion. Partnership of functions: central
function and main features (natural,
economic - small, political, cultural,
community). Parenting skills and school-
family-community partnership.
- to distinguish Module 2. Personality. Age specificity of
Notiu - nile man, primary school students. Integral
man's lineage, personality
individual, The concept of personality. Concepts of
individuality, man, man,
personality;
- establish
SCO - controller, Identification exercises for people - fathers,
objectives and pupils' age at the stage of education pri - March,
extension / opti - PE topic of conversation, analytical functions,
establishments; exercises - read identification
151

1 2 3
- analyze the Characteristics of dis - tinct od persona - ability,
stages - develop simulating situations in the case, case studies on
per - sonalităţii. staff training and development - nalităţii.
Individuality, individuality,
personality. Charac - teristics distinguishing
staff - nalităţii. Training and devel - opment
personality. Sta - diile personal
development - lităţii. Average childhood: 5-11
years. Self-consciousness.
- appoint Module 3. Exercises to discourage - FUNCTIONS OF MINE
functions - modern School. School functions. EFFECTS for increasing PE effectiveness;
school; School, family and community - dialogue on the role of parents and agen-
- analyze determinants of the spiritual environment ging education in creating a spiritual environment
conditions - enviro in the teacher-student relationship for optimizing early - Boxes on
nmental Pedagogical art and the school of humanistic terms - Spiritual CIES ; educational games con
spirit - ritual education. The school teaches the art of memory - spiritual PE optimization; Actions to
focusing on thinking and awareness. School, family and discourage - extracting ways to promote
increasing the church in the reconstruction of the moral Valo - countries of moral spirit - Tual in the EP-
optimal - saw; environment of the community. School - the Mobile schoolhouse community.
- develop a set of ladder of spirit. School - a feeling of joy. The
conditions for importance of moral and spiritual education in
me - spiritual
educating a student of love, devotion and
relationship IUD
freedom of thought in primary education.
învăţător -
student;
- promoting moral-
spiritual, spiritual-
religious values in
primary school
students.
152

1 2 3
- to determine the Exercises using various methods and forms of
meto - DELE and working with adults, discussions on adult
the form of learning strategies, solving activities needed to
UTI - lysis in the promote
formation of the competences of training strategies - partnersh
adult - fish; ip discussions on internal and external school
- explain some counseling.
strategies
operatio - nal
used in the
training of
adults; Module 4.
- develop the Skills to train social actors in partnership
fortress - skills strategy involved in educational
partnership partnership forms, methods and material means
training for
used in adult training processes . Pedagogical
parents and staff
strategies ope - rational: goals edu - cation The
education.
family at the stage of the school - fathers,
revocation lists, CON - tractors between the
school and the family, impregnating
strategy - ning optimal ways of working with
partners edu - CATIA. School counseling (direct
and indirect).
- designate the Module 5. Memo exercises - code sparse
law - excavations Deontology in educational partnership. EP Deon - histologically pri discussions - rights and
and ethical code obligations selling parts - nership dialogue
obligaţiu - family Communication and behavior of educational often - Pre governed con - duit in society,
Nile / agents. The rights and obligations of family / reading texts often - Pre behavior - tele healthy
Agents - commun community members in the upbringing of a and risk
ity fish in the child. PE performance locks possible. creation
upbringing of the
child;
- inventory of
possible
blockages in PE
performance;
- drawing up a
program for
153

1 2 3
harmonization of the Civilized behavior and effective relationships with Reflection on what is read, essay as a
child-parent / social parents and community representatives. method of assessment.
agent relationship.
- identify pro - gramme Module 6. Choosing situations, forms
colabo - rare Partnership Cooperation / partnership program. Partnership of cooperation , practice on the set and
Project con - colabo project. Cooperation agreement con - breathing cooperation,
tract - rare models Concept of the cooperation program - laborare part partnership project, disguising,
presented; of the project - nership, colabo contract - far from discussing the cooperation plan ,
- evaluate the Partnership school, family and community taking yes - say STA - Mirea
Project Partnership plan agencies. Struc - ride on collaboration , partnership partnership project.
con - urinary project and con - respiratory
colabo - rare under collaboration. Fashion - procedures for preparing a
critical - ran cooperation program, project partnership and
proposed; cooperation agreement.
- develop, luc - all teams,
to partnership ,
partnership project and
contractual
cola - borrowing;
- promote through
pro - Projects are part
of - the importance of
family nership and
community Iu school
collaboration.
III. Created Skills:
Competence in the knowledge of the basic concepts of educational partnership: educational
cooperation; Cooperation; educational partnership; community; social educational agents; strategy; pedagogical
strategy, educational strategy and optimization;
Requirements, principles and layers of competency identification - Giil optimization of school-family-
community partnership;
The ability to name the values and virtues that the family and educational entities can pass on to new
generations.
Competence to analyze the purpose, design, development and expansion of school-family-community
partnerships in primary education;
A competence that justifies the need to involve parents and community representatives in establishing and
developing partnerships with the school and other educational institutions in the community;
Power to be used in various activities with children. Informed - goals, skills and abilities acquired during
the workshop for partners ;
Powers to coordinate education in the cola - borării educational family , school and community;
Powers to design some activities with nature edu - cantly in partner workshops ;
Competence to lead the development of a partnership project developed with the school and community
learning agents.
IV. Methodological suggestions
Conducting effective training workshops for adults (PA - Rintala and social agents) sparkled
with pedagogical strategies in order to use the quality of an elementary school student at the stage:
1. A strategy for acquainting parents and educational agents with the concept, concept and phenomenon of
partnership; EP content;

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PE coordinates; types of partnership; EP purpose, stacks and development, partnership functions;
2. The strategy of parents' involvement in learning about the concept of personality, notions: human, human,
individual, individuality, personality; characteristic personality traits; personality training and development; stages
of personality development;
3. The strategy focused on educating and training parents in Cize - Lari's skills in terms of school, family and
church; school - the ladder of spirit; school - feeling of joy; the importance of education in moral and spiritual
education of love, devoted - Parliament and freedom of thought student to the stage of învăţămân - TAD
basic;
4. Strategy of shaping partner skills among parents and social actors in the use of forms, methods and material
resources used in the process of adult education; operational pedagogical strategies;
5. Strategy for training communication and behavioral skills in educational agencies; respect the rights and
responsibilities of family and community members in the education of children - Lulu; preventing blockages related
to PE performance; shaping civilized behavior and effective relations with parents and educational entities in order
to optimally integrate the educated with society;
6. A strategy for familiarizing parents and educators with the concepts of: cooperation plan, partnership project,
cooperation agreement between the school, family and social agencies; skills training to draw up a partnership
project to train partnership skills.
Specific strategies will be implemented during the year of study in various ways, including: meetings and
workshops developing parenting skills in the education of primary school students, schools for parents, parents
'senate, parents' office, round tables, group discussions and consultations, family portfolio with a suitable topic.

156

Achievements / achievements training workshops on effective service for adults (parents and local
community) require adherence to the principles that guide the interactions of edu in cooperation with
agencies - some nominees:
- the principle of providing equal opportunities to all participants of the partnership fully training the student's
personality for a higher gear - basic Tamentit;
- the principle of accepting diversity, emphasizing the quality and diversity of activities, forms and methods of
cooperation in partnership formation;
- the principle of promoting social and human values in the framework of the educational partnership;
- the principle of correlation of partners' activities in the Workshop for partners ;
- the principle of a systemic approach and forecast of systematic actions - Health cooperation program;
- the principle of compliance with the EP's code of ethics.
Methods used in school-family-community cooperation:
Methods in which the communication action dominates:
- oral presentations: narration, explanation, lecture;
- oral interrogators: conversation, debate, brainstorming.
The methods in action research prevail directly in reality: observation, research, educational policy
documents, experiment or indirectly: demonstration - observational, experimental, documentary, planned deductive
analogy pro - blematizată, modeling, questioning.
Methods of mainly practical activities: exercises, the area of the algorithm, case studies, the method of role-
playing / dramatization excur - Siil and visits, techniques of critical thinking.
Methods in which the special training programming action predominates: planned training, computer-aided
training.
Forms of work used in adult training: frontal, independent, in pairs, in groups, in cooperation.

157

Bibliography:
1. Băran-Pescaru A. Partnership in education - family-school-community (3rd edition) Bucharest: Aramis Prinț, 2004.
79 pp.
2. Bunescu Gh., Alecu G., Badea D. (coordinator). Parent education - strategies and programs. Chisinau: Lumina
Publishing House, 1997.174 pp.
3. Conducting curriculum, grades I-IV, Chisinau: Univers Pedagogic Printing House, 2007. 20 pp.
4. Curriculum, grades I-IV, Ministry of Education of the Republic of Moldova CNCE. Chisinau: Lumina, 2010.244
pp.
5. Cuznetsov Larisa. Family education program. Chisinau: Museum, 2004.280 pp.
6. Cuznetsov Larisa. A treaty on family education. Family pedagogy. Chisinau: CEP USM, 2008.624 pp.
7. Cristea S. Fundamentals of pedagogy. Iași: Polirom, 2010.396 pp.
8. Neculau A. Adult education - Romanian experiences. Iași: Polirom, 2004.219 pp.
9. Stern N. Parent education in the world. Bucharest: EDP, 1972.192 p.
10. Vințanu N. Adult education. Contemporary pedagogical ideas. Bucharest: EDP, 1998.287 pp.
11. Training E. Social and educational intervention supporting parents. Bucharest: SC Aramis Prinț SRL, 2008.255
pp.
12. Consumers of Ballion R. School. Strategies education des familles, Paris, 1989, p. 48.
13. Kellerhals J., Montandon C. Family educational strategies. Neuchatel: Delachaux & Nieste, 1991. 256 pp.

158

15. PROJECT MODEL OF COOPERATION
IN THE SCHOOL-FAMILY PARTNERSHIP
(MANAGERS, TEACHERS, PARENTS)
Duration: 2010 - 2017
Place - classrooms, methodology offices, other locations
Coordination and monitoring: Educational institution through the Board of Directors and Educational
Partnership Coordination:
Activities for adults: meetings that are only indicative, and the form - hem (training workshops for adults).
Activities with adults and children: meetings, disputes, Christmas evenings and you - Matice; exhibitions of
student and family works; contests, contests.
Management composition and coordination Education Perten - Riata: Managers They run educational
institutions - land, managers of the educational process in higher gear - teachers of Tamentit primary schools,
chairman of parental councils (18 people).
Target audience - parents
Objective: Optimizing interactions and strengthening partnerships to foster integrated learner education in
pri - big by fostering social inclusion.
Specific goals:
- the formation of parents of moral conscience (representations, concepts, beliefs, feelings, attitudes, moral
reasoning) and moral behavior ( morally motivated facts and actions), postulated for the formation-development
of personality, designed, implemented and developed on the basis of ethical values ;
- parents playing an active role in sensitizing the child to human values and knowledge and directing them towards
human values, which is an important premise for the subsequent realization of the personality of the student,
respectively;
- developing parents' ability to operate with specific criteria of value, separating value from non-value, perceiving
value

159

authentic, enriching aesthetic experiences, striving for transfer - aesthetic countries in everyday life, in
educating primary school students; attracting training and development of the human personality through the
general values resulting from the application of science in all areas of social life, material, regulatory,
strategic, material and psychosocial orien activities - a strong school, professional and social student in the
perspective of social optimism;
- participation of parents in organizing extracurricular activities, leisure, trips, debates on the shaping and development
of the personality through the full use of human anatomical, physiological and psychological potential in hygienic
and sanitary conditions specific to modern and postmodern society, which require a healthy mind in a healthy
body .
Results:
- moral conscience and moral behavior - an important factor for - a great student with full personality, based on ethical
values;
- Ability to identify speech problems, pronounced - those, procedures for the elimination of speech deficiencies
com - applicant of pedagogical work with students at events - in March, providing opportunities to read as much
children's literature as possible;
- the ability to operate with specific criteria of value, to perceive authentic values, to promote aesthetic experiences in
everyday life;
- competences to apply science in social fields, in the material, normative, strategic, material and psychosocial plan at
the level of school, vocational and social counseling activities of the student, in the perspective of his optimal social
integration;
- best practices for training, personality development by exploiting the full potential of the anatomical and physiological
and psycho - logical human health conditions specific to the modern and postmodern society.

160

Ways to monitor and evaluate the results of school-family partnerships:
- systematic observation;
- semi-annual reports;
- monitoring network (implementation of all aspects);
- class evaluation form;
- conferences (initiation and aggregation);
- round tables (analyzes and debates).
The impact of the partnership on the target group:
- parents more open to school requirements;
- is more interested in the aesthetic, technological and psychophysical education of children;
- is interested in the moral and spiritual education of students;
- will contribute more to the completion of the school library and the public library with literature for
- children and develop a love of books in students;
- more interested in the intellectual education of students; in diversification - recreational activities
students; maintaining relationships - cooperation with educators from social agencies and recognizing them as
true friends and supporters; receive support in the field of training and education; will be satisfied with their
interest in educating children;
- will have a realistic vision of the school's effort to train and educate students, parents and educational staff;
- monitoring network;
- class evaluation form.
Ways to follow-up after the end of the partnership: Concrete actions by parents:
- conferences on various topics;
- celebrations on the eve of patriotic, religious, sports, ecological celebrations, etc.;
- competitions for students, parents and social agents;

161

- sponsorship of certain activities: exhibitions, excursions, spartachiads, competitions, Olympic games, etc.
Activities during and after the partnership:
- scheduled meetings;
- joint meetings;
- debates, round tables;
- practical classes;
- watching some tapes, listening to recordings;
- excursions, visits, tourist marches;
- fun evenings, party celebrations;
- presentation of books for children, literary competitions;
- presentation of shows;
- parents' requests for specific topics of interest, suggestions.
Topics proposed for the debate:
1. Let us work together and raise educated children!
2. How do we care for students' free time?
3. Possibilities and reservations in shaping civic attitudes.
4. We educate for and through school - love for books. Book - my girlfriend.
5. We identify and improve, we solve school problems.
6. School and family - two educational institutions that participate in the child's integration into society;
7. We relax together, read a book, learn a song, pray, etc.
8. Satisfied with the results themselves? (evaluation, conclusions).
Here is the conclusion I came to:
At the end of the school year, after the end of the project, school-family partnership: effective partners in
children's education (hand - geri school, teachers and parents) found :
- better sensitivity of parents to students' behavior;

162

- increasing their awareness of school problems related to students;
- a significant improvement in the academic performance of students;
- better and better structured training of parents in educating children in the field of aesthetic education;
- increasing the involvement of parents in the organization of school and extracurricular activities in the field of
technical education - participation in the organization of school trips, celebrations on the occasion of various
religious holidays, national or international;
- to stimulate parents to contribute more actively to the value - a movement full of potential anatomical and
physiological and psychological child sanitary conditions specific to the company MO - Dern and postmodern.
The partnership will continue in the coming years in the hope that the school will receive parental support in
educating and educating students, find real friends in them, and that children will be mobilized and achieve better
learning results. They will also enjoy the interest of parents and teachers in order to diversify their leisure time.
(The project was created in cooperation with the members of the Methodological Council of primary classes in
Chisinau, 2009;
had experience in 2010–2017; author Braghiș M.).

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16. PROJECT MODEL OF COOPERATION IN
THE SCHOOL-FAMILY-LIBRARY PARTNERSHIP
(school heads, teachers and parents, librarians)
Duration: 2010 - 2017
Venue - classrooms, school / city library for children
Development and monitoring: Institution by Con - CIL management and coordination of the educational
partnership:
Classes with adults: information and training sessions (training).
Activities with adults and children: meetings, disputes, Christmas and themed evenings; exhibitions of works
by students, family, educational agents, etc .; contests, contests.
Composition of the partner's courses and educational coordination Riata: heads of leading educational
institutions - land, heads of the educational process in a higher gear - teachers of Tamentit primary schools,
chairmen of councils, parent librarians (17 people).
Target group - parents, librarians from local / municipal libraries for children.
Objective: Optimizing partnership interactions to the top - preserving and enhancing education full school
age student support social inclusion.
Specific goals and specific competences:
- education of parents and librarians in the field of moral awareness (represented - countries, beliefs, beliefs,
feelings, attitudes, moral reasoning) and moral behavior (morally motivated deeds and actions) postulated for
the formation and development of personality - abilities designed, made and developed based on on ethical
values;
- play the active role of parents and librarians of sen - sibilizarea and guide the child to human values and
knowledge necessary for the further realization of his or her personality or the personality of the student;

164

- developing the ability of parents and librarians to operate with certain criteria - value, separation of non-value
values, per - ceperea values, authentic enrichment of aesthetic experiences, bad - loosening of aesthetic transfers
in everyday life, in the formation of primary school for children;
- attracting parents and librarians in the education and development of the human personality through the general
CONSEQUENTIAL values - the ability to apply science in all areas of social life, material, regulatory, strategic,
material and psychosocial activities, school counseling, professional and social student in the perspective of
optimal social integration;
- participation of parents and librarians in organizing activities - extracurricular activities, leisure, excursions, pen
discussions - SLE training, personality development through the use of anatomical, physiological and
psychological potentials of the human being , hygienic con - sitions, company-specific modems and postmodern
search for mind healthy in a healthy body ;
Results:
- moral conscience and moral behavior - an important factor for - a great student with full personality, based on
ethical values;
- The ability to identify problems with speech, pronounced - those, procedures for the elimination of speech
deficiencies com - applicant for pedagogical work with primary school students, creating opportunities for
contact with the book;
- the ability to work with certain value criteria, to attribute values to - authenticity to countries, to promote aesthetic
experiences in everyday life;
- competence to apply science in social fields, in the material, normative, strategic material and psychosocial plan at
the level of school, professional and social orientation activities of the student in the perspective of his optimal
social integration;
- best practices for training, personality development by making full use of the potential anatomical and
physiological and psycho - logical human-specific sanitation to the modern and postmodern society.

165

Means of monitoring and evaluating the results of the partnership:
- systematic observation;
- monitoring network (implementation of all aspects);
- class evaluation form;
- conferences (initiation and aggregation);
- expandability;
- roundabouts (analyzes and debates).
The impact of the partnership on the target group:
- parents and librarians more open to school requirements;
- parents and librarians more interested in moral, intellectual, aesthetic, technological and psychophysical education
of children;
- parents and librarians interested in the moral and spiritual education of students;
- parents and librarians who will contribute more to the completion of the school library and the library with
children's literature, and will develop a passion for reading in the students;
- parents, librarians, more interested in the intellectual education of students; in diversifying the recreational
activities of students; in maintaining cooperative relationships with school principals and teachers, considering
them true friends and supporters;
- Involved parents and librarians will have a true vision of the school's effort in teaching and educating students.
Ways of continuation after the end of the partnership:
Specific activities of parents and librarians:
- round tables, discussions on various topics;
- celebrations on the eve of patriotic, religious, ecological holidays, etc.;
- a competition for students and other educational agents;
- design, implementation and evaluation of certain activities: exhibitions, excursions, spartachiads, competitions,
olympics, etc.

166

Activities during and after the partnership:
- scheduled meetings;
- joint meetings;
- debates, round tables;
- practical classes;
- watching some tapes, listening to recordings;
- excursions, visits, tourist marches;
- fun evenings, party celebrations;
- presentation of books for children, literary competitions;
- presentation of shows;
- librarians' requests for specific topics, activities, suggestions.
Topics proposed for the debate:
1. Let us gather together and raise educated children!
2. We are interested in what our children do in their spare time.
3. Possibilities and reservations in shaping civic attitudes.
4. We educate for and through the community - love for books.
Book - my girlfriend.
5. We identify and improve, we solve school problems.
6. School, family and library - educational institutions that participate in the child's integration into society.
7. We relax together, read a book, learn a song, pray, etc.
8. Satisfied with the results themselves? (evaluation, conclusions).
The conclusion I came to is as follows:
At the end of the school year, as part of the school-family-library partnership project (school principals,
teachers, parents and librarians) we found:
- better sensitivity of parents and librarians to student behavior; raising their awareness of school problems related
to students;
- a significant improvement in the academic performance of students;

167

- better and better organized training of parents and librarians in educating children in the field of aesthetic
education;
- increasing the involvement of parents and librarians in the organization of school and extracurricular activities in
the field of technical education;
- participation in the organization of school trips, celebrations on the occasion of various religious, national or
international holidays;
- stimulating parents and librarians to contribute more actively to the full use of human anatomical, physiological
and psychological potential in hygienic and sanitary conditions typical of contemporary and postmodern
society.
The partnership will continue in the coming years in the hope that the school will have parents and librarians
support in teaching and raising children, find real friends in them, children will mobilize and achieve better learning
results, they will also enjoy the interest and contribution of parents and librarians.
(The project was created during the theoretical-practical seminar " Aspects of learning partnership:
training communication skills in primary school students by developing interest in reading", which
took place at LTPA "E. Alistar" in Chisinau).

168

17. CRITERIA FOR ASSESSING THE
BEHAVIOR OF PUPILS,
PARENTS AND
COMMUNITY AGENCIES AS PART OF THE FAMILY-COMMUNITY SCHOOL COOPERATION

The criteria for assessing the change in the behavior of students, parents and social activists were established
jointly: school principals, teachers, parents, educators in the commune and were approved by the school pedagogical
council.
These are:
I. Restructuring of family life:
1. Systematic involvement of parents in competent help for children with homework;
2. Involvement of fathers in raising children, in spending free time; in various school activities;
3. Rational organization and monitoring of family life (everyday life, respect for a healthy lifestyle);
4. Involvement of the family / long-term parents in partnership educational projects;
5. Creating a family atmosphere conducive to the child's development. Stimulating a positive attitude towards
children's education.
II. Changing parental behavior:
1. Systematic school attendance (no special invitation);
2. Providing moral and material support / if needed;
3. Active participation in holiday events; extracurricular / excursions, tourism, charity organizations; repair activities,
purchase of teaching materials, etc.
4. To help educators to educate and improve disadvantaged children and families (in collaboration with the mayor,
etc.)

169

III. Changing student behavior:
1. Reducing the number of students with behavioral deviations (which are visible in school);
2. Number of students who fail school;
3. Participation in exhibitions, spartachiads, olympiads, competitions;
when cleaning the area / sanitation, charity organizations, raids;
4. Positive attitude towards school, colleagues, educators, family members and other educational staff.
IV. Activation of social actors:
1. engaging in formal, non-formal and informal organizations - tiered schools to support vulnerable families and those
who serve as examples of children's education and behavior;
2. Organizing specific activities in order to effectively use the free time of students and parents;
3. Demonstration of competence to develop-develop-monitor and verify the quality of activities in partnership with the
school and family;
4. Involvement in coordinating education in cola - borării of schools, family and other educational institutions;
5. Demonstration of deontological competences within the educational partnership school-family-community.

170

18. TRAINING WORKSHOPS FOR EDUCATION PARTNERS (by M. Braghiș ) Educational
activities
Desfăşu Desfăşu period - rarely
Educational activities - rates Partnerships
Topics of
institutions classes
1 2 3 4 5 6
1. LT Round table March 2008
"RE. Alighieri"
Ways of organizing School principals, managers

work - nageriale in the school- and teachers in your primary
family partnership school, parents, psychologists.
2. School Swiss - Scien The role of partners - TAD February
events - Mara tific and educational 2009
No. 83 "Gr. Vieru practical achievements continuation - tinuităţ Representatives of the Ministry
”- kindergarten rintala ii grădi- Nita - primary school of Educa - tion, scholars,
no. 225 professional - Sun ins
universities - pectin school,
methodological distance,
managers fall - education re
psycho - logs, parents, students,
preschool children.
3. LT Theoretical October - Jun Universal teachers - woodcock,
"Gh. Asachi " and practical e 2009 psychologists, school
seminar principals, teachers, parents.
Modes of implementation - parents
for educational purposes - quality
of lectuală of pupils at school
age
4. LT 'M. Theoretical Partnership between school and Decem - ber
Eminescu and practical community in mobile homes to 2009
seminar promote high-quality "step - the
earth primary" education School principals, teachers,
PA - Rintala, grandparents,
priests, writers, actors, artists,
kindergarten Methodist
businessmen, libraries - plug,
teachers at the center of
creation.
171

1 2 3 4 5 6
5. Training Thank you sir. April 2010 School principals, teachers at the
workshops învăţămân stage - TAD primary school ,
parents, students, priests, clergy
School events - Mara no. 83

"Gr. Vieru" in colabo - rare
with bise - rica 1.1.
Hozevitul of Neamț
6. Theoretical Teneriatului particular Octom - brie- School principals, teachers in step
and practical aspects of edu - cation: decem - ber învăţămân - TAD of basic
seminar Open - Dere form - poor 2010 inspection - Tors of the
educational skills for inspectorates - king of youthful
pupils of school age by methodists from GRA - Diniţă, parents,
devel - very interesting pre - OTI, poets, writers, theater actors,
reading braces - liotecari, teachers at the center of
creation.
LT 'E.
Alistar "in cooperation with
the Library" Stefan cel Mare
"(branch - city library" BP
Hasdeu "); LT" Ion Creangă
"in cooperation with the
library" Târgul Mureș "
7. LT 'V. Vasilache "in Training The role of the school head October - June
colabo - rare with a workshops in shaping educational 2011
bib - lioteca pen - tru skills through the prism of
Children" Ion Creanga " the school-family-
community partnership
School principals, teachers in the

învăţămân stage - TAD primary
meth - Distance to kindergarten, parents,
theater actors, librarians, businessmen,
teachers in the creation center.
172

1 2 3 4 5 6
8. Primary School Excursion to some of the May Inspectors, teachers,
No. 83 "Gr. Vieru monasteries of the 2011 parents, students, church
" country servants, etc.
School-family-community partnership as a
factor of moral and spiritual education of
primary school students

The subject of workshops with the participation of school principals, teachers, methodologists and inspectors
in the city and the country, parents and local communi - ommunityproducers C is varied. The table shows the
current educational institutions, the workshops, the activities organized as part of the expe - licensing training, their
topic, the period of the partners involved.

173

19. SPECIMEN PARTNERSHIP AGREEMENT

Primary School No. 83 "Gr. Vieru ” School
Kishinev Commune
Not with
Affiliate Agreement
1. The contracting parties:
Primary school no. 83 "Gr. Vieru ”, mun. Chisinau, RM as applicant, represented by Grădinaru Lilia as director and project
team: deputy director Petrașevschi Elena, chairman of the union committee, teacher Grigoriigă Margareta, teachers Nichita
Viorica, Hristian Paulina, Castraveț Simion, Bulicanu Vera and the institution represented by
as a partner in the educational project "we celebrated the first - summer: beliefs, traditions, rituals, customs".
2. Purpose of the contract:
The purpose of the partnership agreement is cooperation between the contracting parties to implement the educational
project: "Spring holidays: beliefs, traditions, rituals, customs"
3. Target group: students in grades I-IV, teachers, school principals
4. Obligations of the parties:
A. The applicant undertakes:
• informing participants about the date and manner of organizing the competition;
• issuing and distributing participation diplomas to students, teachers;
• monitoring and evaluation of conducted activities;
• providing a logistic base.
B. The Partner undertakes:
• publicizing the competition in an educational institution;
• prepare students to participate in classes,
• choose your works;

174

• compliance with the project registration regulations;
• sending the partnership agreement, registered, signed and stamped in 2 copies to the indicated address together with the
results of the first action.

5. This Partnership Agreement comes into force on the date of signing and is valid for the duration of the project, ie February
25, 2013 - June 1, 2013.

Use:
Director of Grădinar Lilia

Partner:

The author, M. Braghiș

175

20. BASIC COMPETENCES OF PARENTS.
PEDAGOGICAL MODELS OF FAMILY EDUCATION
AND SHAPING POSITIVE PARENTING
Basic parenting skills

Taking into account the characteristics of the family, her acting qualities, intermediary and affiliate members
and the possibility - as their achievements as parents in the education of the family and parenthood propose a set of
foundation skills - mental, you must have all the adult:
1. Family skills knowledge and reception with information about culture and family issues / parents . Family
members attend activities organized by other social agents, have a high level of knowledge, skills and
competence in psychology and pedagogy are interested in com - complementing the family library with an
interesting edition for adults and children . At the school for parents, they take part in dis - feasts willing to
select information, and at the end of the poster or portfolio the owners are very rich in knowledge about family
skills and the perception of information about the culture and problems of parents.
2. Family Skills Information Processing on cul - shifts and family affairs , which is then reflected in
yes - decisions to them in guiding their members. In some families information is discussed, analyzed and
decisions made jointly with family advice, in others it is done in husband-wife or parent-child dyads. There are
families where information is processed in an exceptional manner only by adults and communicated to other
members in the form of decisions, rules, requirements, etc. Some families process information immediately,
others gradually, and others remain indifferent.
3. Powers of transformation pre - selected information - subject to the ability and skills of family members to
adjust the information received, to change it according to needs

176

and its terms. In our experiment, we found that the content of communication with children and husband-wife
communication were updated. Research topics on healthy lifestyles and kings - many families have caused a
number of positive changes in the behavior and management of family life (74%).
4. The competence of creating, promoting ideas, values and con - duitelor worthy assumes moral actions and
concrete actions, balanced lifestyle; realization, realization in November - their role models, authentic values in
the life of families - branches (all family members agree).
In the process of working with the family on the formation and characteristics of the per - fecionionarea, the
actor and the agent have noticed families with a high degree of creativity (71%) and lower (39%), but both families
are oriented towards achieving its effective hair quality - tener, actor and agent EF.
Family / parents
Family / parenting education


Parenting operating skills

Positive and competent parental behavior

177

21. A CONCENTRIC MODEL OF PARENTAL COMPETENCES


This model allows the parents we propose to see the most important skills for parents, basic and
operatio - internal structured in a concentric pattern. Aware Guarantees - Sation that positive parenting is one
effective as it requires training and strengthening operational powers at the knowledge level (4 types of basic skills)
that supports the development of parenting skills to the productive stage (5 types of skills that are skills / abilities
and abilities)

178

parents), operational powers to the level of integration and optimization - the optimal role / function of the
parent (7 types of parenting skills , manifested in stable behavior).
Therefore, we will briefly explain each type and basic parenting skills that having or systematically
exploring will provide a better family environment, improving the education of children - and their children, parents
will optimize networking. Our discovery is not an unfounded statement, but a result obtained on the basis of many
years of experience in cooperation with parents at the School for Parents (as a psychologist, practicing for about 29
years in various educational institutions (schools, high schools, universities). Parenting skills are organized:
On the level of knowledge, parents:
1. identifies specific particles to know the essence and recovered - organs and age of the personality of children
(stages of physical and mental development, age crises, temperament, fit - dances, volitional range,
etc.);
2. to designate, characterize and use all compo - Pilatus healthy lifestyle (rational nutritional regimen during the
day, personal hygiene, home hygiene, intellectual work hygiene, sleep hygiene, rest, etc.);
3. Refers and analyzes the principles, strategies, methods and dimensions of children's education (family and
school);
4. Recognizes and explains the content and essence of parental functions (biological, educational, economic,
administrative-home, psychological, cultural, social).
II. At the application level, parents:
5. Use various forms / methods and strategies to encourage and stimulate the child;
6. Develop your child's creativity through various activities (games, applications, drawing; homework,
beautifying certain areas of the house, etc.);

179

7. Develops and monitors the daily lifestyle of the child and the family: their health program;
8. Combine effective principles / rules, forms, strategies, self - a node in family education;
9. Achieves open, empathetic and effective communication and family relationships.
III. Integration and level of recovery oppress the role / function - ning from the parent:
10. Demonstrates tenderness and unconditional love for the child coupled with a reasonable demand.
11. behave oriented towards compliance and promotion - Varea social and human values (they are role models
for their children);
12. Demonstrates constant, honest behavior and in various existential circumstances (family and social);
13. Shows positive family and social behavior;
14. Provides optimal communication and networks focused on RES - compliance of personality and rights of the
child;
15. They focus on personal and parental self-realization;
16. Shows interest and behavior focused on self-education and continuous development of parents.

180

22. INTERACTIVE PEDAGOGICAL MODEL
OF FAMILY EDUCATION

181

The activity of implementing education
for family and parenting
has shown the effectiveness of the technologies of
synergistic actions of the organization - implementation -
evaluation of activities with parents, educators
, children, students and the hexagonal
skills training mechanism in the field
, which consists of: six

: diagnostic analysis / introspection
M . m _ •. , “_ M Hexagonal mechanism
tick / research design / forecasting
i
...... d , creating a family culture

activity / creativity training / con

assessment / conclusion of solidarity.
We have applied this mechanism of training skills at an individual level in the process of education for
family and parenting in all forms of work with students, parents, educators in laboratories, workshops, support
groups and optional courses, which required the use of a counseling strategy, correction, indications for re-balancing
of family life. The mechanism turned out to be functional. Finally, we invite readers in education to get inspired and
develop, supplement or develop new models of family / child and parent education.

182

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186

Larisa CUZNETOV
PARTNERSHIP AND COOPERATION
SCHOOL-FAMILY-COMMUNITY.
QUALITATIVE EDUCATION OF
CHILDREN AND PARENTS

Format 60 x 84 1/16.
Author's cards 9.8. Printing sheets 11/06/2019
Order 17. Circulation 200 ex.
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MINISTRY OF EDUCATION, CULTURE AND

STATE PEDAGOGICAL UNIVERSITY "ION CREANGÃ" IN CHISIN

INSTITUTE OF EDUCATIONAL SCIENCES

PARTNERSHIP AND COOPERATION

Approved for editing by the Senate of UPS "Ion Creangă"

1.2. P ARTENERIATUL EDUCATIONAL PERSPECTIVE

The problem is phenolic educational partnership - the aforementioned social,

No. do Type of relationship Behavioral strategies

1.3. AND THE SCHOOL AND THE COMMUNITY AS PARTNERS

The community as an educational partner

1.5. P EDUCATION ARTENERIATUL AS A FACTOR

EDUCATION , STUDENT AND FAMILY

There are many studies about educational partnerships - Comp / PE from different

Virtues Character strengths

Transcendence Appreciation of beauty and perfection, recognition - helplessness, hope, humor,

2.2. S ACTORS' RESPONSIBILITY STRATEGIES

SOCIAL TO ACHIEVE PARTNERSHIP

Starting from the well-known fact that education

2.3. THIS IS THE ADVANTAGE OF THE PARENTS

3.1. B POSSIBLE LOCATIONS IN PARTNERSHIP

Respecting ethics in relations between S and educational partnership, kindergarten-school-family-

3.3. R EPER OF PRACTICAL PRINCIPLES OF EFFECTIVENESS

QUALITATIVE EDUCATION OF PARENTS AND CHILDREN

Postulates of qualitative education of students as part of the educational partnership:

1. FAMILY EDUCATION IN AN EDUCATIONAL PARTNERSHIP

Possible model of family-kindergarten partnership focused on educating parents

• Identify the components of the 6. Family health education Deductive strategy

General goals and competences

On the level of knowledge:

• Define the conditions of an effective 2. Family and children Deductive strategy

• Distinguish between the 3. The family is a school of love Experimental

• To learn the authorities of particular-

• Presentation of the importance of religion and

Healthy lifestyle is taught in the family

Family life and children's education

Education for a harmonious and balanced family

Upbringing for a family - conditions for a safe valorization of human personality

Preparatory sketch for the development

fa - ANALYSIS OF THE RESULTS OF PREVIOUS COOPERATION WITH EDUCATIONAL AGENCIES

fa - DETERMINATION OF RESPONSIBILITIES AND TIME LIMITS

fa - LOGICAL SEQUENCE OF ACTIONS AND ACTIVITIES

► - DEVELOP A COOPERATION PLAN

1. What forms of cooperation with your family do you use?

b) school-community partnership

Thank you for your understanding!

1. Do you go to meditation classes? Circle: Yes. No.

Education of Parents and Social Agents

Ways of organizing School principals, managers

School events - Mara no. 83

School principals, teachers in the

Basic parenting skills

Family / parenting education

Positive and competent parental behavior

...... d , creating a family culture

39. Stănciulescu E. Sociology of family education. Iași: Polimom, 2002.

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