Socio-ecological bases of personality formation in the family-school space

Relevance. Nowadays, families are actively engaging with schools and educators, communicating with educational institutions, including school management, teachers, psychologists, and social and special educators. However, the impact of this interaction on child development have not been sufficiently studied. Purpose. The need to study the process of interaction between family and school and to reveal the socio-ecological foundations of the child's personality formation within this interaction defines the research aim: to reveal aspects of personality formation in the family-school space and provide ways to optimise it. Methodology. To achieve this goal, the methods of analysis and synthesis, data systematisation, comparison, deduction and induction were used. Results. The study reveals the views of scholars on family-school interaction, describes models and approaches to family-school interaction, and identifies the most effective ones. The possibilities of family and school interaction in the framework of distance learning are described. The main aspects of the development of a child with special educational needs in the family-school space and the peculiarities of family-school interaction in inclusive education are described. The influence of the educational institution, as well as the influence of the family on the educational process and the formation of the child as a personality is analysed. On this basis, the contradictions that may arise in the interaction of family and school are considered. Conclusions. It has been determined that family-school interaction plays a crucial role in shaping a child's personality. The results of the study can be used by the management of educational institutions to improve the interaction between school and family, as well as by parents to understand the importance of their active participation in the educational process and to understand their influence on the formation of their children's personalities. Keywords: interaction; upbringing; parent-pedagogical interaction; cooperation; individual development; parental education