Apashova A.K.

DEVELOPMENT OF EDUCATIONAL MECHANISMS OF FOLK PEDAGOGICAL IN THE FAMILY

Apashova A.K. master-tutor

South Kazakhstan StatePedagogical University

c. Shymkent

Резюме

В статье раскрываются некоторые возможности и пути активизации воспитательных механизмов народной педагогики в современном семейном воспитании детей.

Түйіндеме Мақалада балалардың заманауи отбасылық тәрбиесінде халық педагогикасының білім беру тетіктерін жетілдірудің кейбір мүмкіндіктері мен тәсілдері көрсетілген.

One of the main directions of upbringing of the younger generation in modern human-moral deficiency is the folk pedagogy, which is a part of the education of the whole person / 1.13 /. As A. Makarenko pointed out to establish a genuine family education, “it is necessary to have a right and purposeful effect on a child who is guided by a great pedagogical education”. / 2.55 /.

Therefore, care for the strengthening of the present family should be coupled with the aspiration and aspiration of its pedagogical position. The development of the pedagogical position of the family is carried out through activation of the educational mechanisms of folk pedagogy, reflected in national traditions and customs.

 Many scientific researches (K. Zharikbayev, S.K.Kaliev, S.Gabbasov, S.Zazakbaeva, Kozhakhmetova, A.A Kalybekova and others) have great pedagogical possibilities of education of children with national pedagogical means in the Kazakh family shows. However, recent research by national scientists on applied aspects of ethnopedagogy (U.Esim, I.Kornilko, L.A.Buketova and others) shows the unsatisfactory level of use of folk pedagogy achievements in upbringing children in the modern Kazakh family.

 The upbringing of the children in the modern Kazakh family cannot be carried out on the basis of traditions and customs that have been formed for centuries. New structures in the social and economic, cultural change in the society, and in the minds of people associated with it, prove that the current educational process is not entirely national. The integration processes in the world, multicultural and multilingual demands increase the role and influence of education as well as universalvalues.
It is wrong to look at the family, which is the source of national education, beyond the trends of global development. Therefore, some conclusions can be made about the state of education on a national basis in the modern Kazakh family:

1. The importance of one of these factors, in view of the combined influence of common and national values ​​in the upbringing of children, the level of pedagogical, ethno-pedagogical culture of parents.

2. Differentiation of families in accordance with national educational opportunities (e.g high or low parental parenthood, presence of grandparents, socio-ethnic background in family).

3. Uniformity, purposefulness in the use of educational mechanisms of the national pedagogy, its casual character.

4. Insufficient complex impact on the development of personality pedagogic factors (mother tongue, traditions, nature, religion) in the family upbringing.

5. Insufficient attention to the educational materials of the national pedagogy or its promotion (for example, the use of non-pedagogical methods used in public practice).

6. Negative influence of some of the popular pedagogy principles used as a basic family education (for example, the system of prohibitions, mismanagement of the child's daily routine, etc.), the upbringing of a child, the formation of his / her autonomy as a personality.

7. Reduction of educational activity of parents, their interest in the national education process at school.

8. Poor ethno-pedagogical knowledge of parents and putting national educational values ​​on the second place, in the light of modern education of children.
We believe that the main condition for raising the upbringing of children in a modern Kazakh family is the activation of the educational mechanisms of folk pedagogy in family education.
Psycho-pedagogical research, as well as the study of family education practices, are not based on the expected results of forming a child's personality in the context of modern educational goals, which is based on national traditions rich in educational tools of national pedagogy. School-based assistance is required for the upbringing of children through national pedagogy. This assistance should be aimed at activating the educational mechanisms of the national pedagogy, reflected in national traditions and customs.

 Studying literature and studying the best practices of school-family cooperation allowed determining the following pedagogical conditions of activation of the educational mechanisms of the national pedagogy in modern family:

- To supplement the content of pedagogical education with parents with ethno-cultural,ethno-pedagogicalknowledge;
- Awakening their pedagogical thinking, equipping them with the skills and flexibility of effective use of folk pedagogical tools; 

• Intention to provide parents with a unique ethno-pedagogical education, a desire to form part-time family relationships in the context of national education;
  • Establishment of the ethno-cultural environment necessary for full family education in the family;

  • the “two-sided” nature of the school-family cooperation in educating children on the national level, i.e the active involvement of a number of parents in planning, organizing and conducting a national education process for schoolchildren by providing pedagogical support to traditional upbringing of teachers;

- Promoting the best achievements of the best families, providing a broader access to the experience of parents in the field of family education;

- Widespread use of ethno-cultural values ​​in the organization of their everyday life activities in the family labor force (communication, everyday work, play, recreation etc.);

- "Socialization of children, first of all, is carried out in the life of the family, where the whole educational complex is the most successful and full spiritual, with the national pedagogical tools covering all the main aspects of the formation of an individual." / 3,12 /. Therefore, special attention should be paid to the right orientation of the family's life activities, with the educational objective;
- "In today's family, the parenting relationship with children deprives children of their parents and deprives adults of the opportunity to be more active in the child". Therefore, involvement of parents, children, teachers into interactive forms of work in the family, in the school (for example, national games, national holidays etc.).
In summary, the upbringing of children in the modern Kazakh family requires the activation of the educational mechanisms of the national pedagogy. It is possible to activate educational mechanisms of folk pedagogy by raising the level of parents' ethno-cultural, pedagogical education, directing school-family cooperation, and organization of family life.

References:
1. A comprehensive education program in educational organizations of the Republic of Kazakhstan. – Astana, 2000. – 28 p.

2. Makarenko A.S. Conversation with the reader. M., 1988. T-4
3. Atemova K.T. Integrated work of school and family in the formation of students' human qualities. The abstract of pedagogical sciences. - Almaty, 1999.