Keywords
Abstract
This article provides a theoretical analysis of the role and significance of cooperation between teachers and parents in the primary education system. It examines how the interaction between school and family affects a child’s development and explores ways to enhance the effectiveness of pedagogical collaboration. The impact of teacher initiative and active parental involvement on children’s socio-psychological well-being and learning motivation is theoretically substantiated. Based on the analysis of advanced foreign and local experiences, the article proposes effective ways to organize cooperation.
References
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