ASSESSMENT OF FAMILY READINESS FOR DESIGNING AN INDIVIDUAL EDUCATIONAL TRAJECTORY OF A CHILD

Abstract

The article is dedicated to a problem of developing methodological and technological foundations for the formation of the family’s readiness to design an individual educational trajectory of a child. The purpose of the article is to substantiate the basic components of the technology for assessing the readiness of a family to carry out this type of activity, carried out in the process of its social and pedagogical support. The data of the analysis of scientific literature are presented, indicating an insufficient level of development of this problem in modern research. The basic components of this technology are substantiated, correlated with the structural components of the family’s readiness to design the individual trajectory of the child, characterizing the family as a collective subject of education. The level characteristics of the formation of these structural components are given. Diagnostic tools and assessment procedures are characterized, as well as the used rating scales. The results of the research are addressed to researchers, teachers and psychologists working in the field of social and pedagogical support of the family.