The relevance of this study is due to the fact that at present there is an urgent need for close cooperation between educators and parents, which was caused by the temporary transition of children to distance learning and the introduction of information technology in the education process. Without the participation of parents, it is impossible for an educator to achieve all the goals set by the Ministry of Education of Ukraine during the educational practice, thus the purpose of the study included finding and solving problems in the interaction be- tween the teaching staff and a child’s family.
The thought-experiment method appeared to be the leading research method, owing to which it was possible to achieve the objectives set for this article.
The article identifies and describes the problem of interaction between educators, parents and caregivers of pupils. The characteristics of the main forms of interaction between the teaching staff, parents and caregivers of pupils are given, as well as the possible tasks of educators that they need to implement in the educational process when interacting with a child’s family are listed. In the course of the study, it was described how proper cooperation should develop between educators, parents and caregivers of children in secondary educational institutions. Possible causes of cooperation problems between teachers and family members were found, and potential ways to eliminate them were provided.
The practical relevance of this study lies in the application of the listed above methods for solving interaction problems between the school and the family by educators of any specialties and educational institutions.
Keywords: Upbringing methods, teacher-family cooperation, child development, learning assistance, personality psychology