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Introduction. Upbringing issues are traditionally related to the actual and difficult to study areas of psychological and pedagogical practice. Upbringing is a social phenomenon that reflects the characteristics of modern social ties and the specifics of social communication. The most difficult issue is the search for a psychological basis for modeling, planning and implementing an effective upbringing process that provides a personally and socially significant result. The purpose of this article was to study models of municipal and local education systems in a megalopolis based on the study of the relationship between the qualitative characteristics of psychosocial development of subjects of three groups of teachers and pupils with the presence or absence of differences in the understanding of the goals of education by the participants of these groups. Materials and methods. The methodological basis of the carried out was the conceptual provisions of the epigenetic theory of E. Erickson, developed in the studies of V.A. Ilyin and the provisions of the theory of social education by A.V. Mudrik. The principal research techniques were “Psychosocial development differential” (V. А. Ilyin, D. V. Sipyagin) and scaling method. The participants of the research were divided into several groups: 120 teachers and supplementary education teachers from Moscow schools of different types and 1080 their students. Total amount of empirical study participants is 1200 persons. Research results. In the course of empirical research, the relationship between the ideas of educators and their pupils about the goal of the educational process with the quality of psychosocial development of the individual was revealed, which allows predicting the success of the educational system and can serve as the basis for creating development programs for all participants in the educational process. Conclusions. The results of the study performed suggest that the effectiveness of the educational process is based on the qualitative characteristics of the psychosocial development of participants in the educational process, considered in the aggregate of a separate group, for example, a school class. In groups where psychosocial development is not harmonious, with a predominance of the tendency for a lower-quality resolution of each crisis in a positive direction, there is also a large distance between the ideas about the goal of education among educators and pupils. The application of the theory of psychosocial development and the diagnostic tools developed in its concept allow us to investigate the key, system-forming element of the upbringing model - the quality of psychosocial development of the individual, which can serve as the basis for the development of potentially effective upbringing strategies, as well as the creation of development programs for all participants in the upbringing process. |
