Kamenskiy A.M.
SELF-DETERMINATION AS A STARTING POINTIN THE DESIGN OF INTRA-SCHOOL CHANGES ^{[№ 4 ' 2022]}
The study deals with the issues of the development of an educational organization in combination with the development of the individualities of the subjects of educational activity. There are conditions conducive to the most effective implementation of this activity. The project approach contributes to the harmonization of the interests and aspirations of the individual, directing them to the needs of the development of the team. Such long-term projects are being implemented on the basis of the supporting educational institution of Lyceum No. 590 in St. Petersburg. For members of the teaching staff, it is necessary to create conditions conducive to their professional and personal self-determination.

Kamensky A.M.
PUPIL SELF-READING AT SCHOOL AND AT HOME ^{[№ 1 ' 2021]}
The study examines the issues of introducing a student to independent reading, the development of the need for reading, the ability to choose the right book, and make the appropriate necessary selection of literature. Theoretical research showed the reading preferences of a modern child, a change in the circle of his reading interests. There are approaches to reading on electronic media and in the traditional “paper” format. The interrelation of reading and the child's desire for his own literary creation, the implementation of other types of creative activity is traced. Despite the decline in reading culture, children began to pay much more attention to reading. Large reading projects have emerged, such as Successful Reading, Time to Read, Good Lyre, etc. A national program for the support and development of reading for 2018–2023, Reading Childhood, has appeared. The Good Lyre project was conceived in our basic lyceum No. 590 in St. Petersburg. The essence of the project is to organize a literary competition for professional writers and to involve students, teachers and parents as a public jury to evaluate the works sent to the competition. Its main task is to familiarize schoolchildren with meaningful reading of modern prose, promote their mastery of the technology of independent book selection, and develop the ability to conduct a discussion on what they have read. During the implementation of the project, reading affects the personal development of the student, the formation of his individuality, the stimulation of such processes as self-knowledge, self-determination, self-development, self-realization.

Kamenskiy A.M.
SCHOOL AND PARENTS: TRADITION, MODERNITY, PERSPECTIVE ^{[№ 1 ' 2019]}
The issues of interaction between the school and the family in the context of historical and cultural analysis depend on the emerging trends in the relationship between the parents of students and the public education system. At present, the pace of change is accelerating, the role of the family in raising a child is changing, private and state educational institutions are developing, digital technologies are being actively introduced into the education and everyday life of a person. Historical and pedagogical analysis has shown that the main directions of interaction of the parents of students with state educational institutions from ancient times to the present day can be traced both in Russia and in foreign educational systems. The peculiarities of the interaction between the school and the family today are due to the distinctive features of the current generation of children who are active users of computer technology. Based on the survey data, the need of modern schoolchildren in intergenerational communication and interaction with reputable adults is revealed. New approaches to the upbringing and education of the child will make it possible to intensify his creative, research abilities, expand the possibilities for constructive interaction between adults and students, create conditions conducive to the emergence of child-adult communities. There will be new forms of interaction between participants in educational activities, contributing to the harmonization of their interpersonal relationships, such as “educational trips”, “park lessons”, “geocaching”, “reconstruction”. The role of the psychological-acmeological service of the school in the organization of this work is important. The potential for interaction between the family and the school is far from exhausted, it does not exclude the need to use new pedagogical approaches not only in the educational and educational work of the school, but also in organizing out-of-school interaction between students and adults, and finding new forms of managing these complex processes.

Kamenskiy A.M., Lukina L.E.
EFFECTIVENESS OF THE DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE TEACHERS OF INITIAL CLASSES IN THE SYSTEM «COLLEGE — UNIVERSITY» ^{[№ 3 ' 2018]}
An analysis of federal state educational standards and the professional standard of the teacher shows that an important direction of the professional training of the primary school teacher is the development of his research competence. As a result of clarifying the essence of this concept, the components included in its structure (cognitive, operational and technological, etc.) are revealed, and components reflecting the specificity of the activity of the primary school teacher (translational-modeling and social-value) are identified. Practice shows that it is impossible to solve the tasks of developing the research competence of a primary school teacher at one of the levels of vocational education (secondary vocational or higher), so an optimal solution to the problem of preparing the future primary school teacher will be learning in the “college — university” system.
The system “college — university” is a complex multilevel innovative complex of interrelated educational programs implemented in the conditions of a single educational space and contributing to the creation of unique educational routes, as well as productive interaction within the children-adult communities (for example, an integrative inter-level scientific society). The analysis of the effectiveness of the development of the research competence of future primary school teachers in the “college — university” system is carried out on the basis of diagnostic tools that allow to reveal quantitative and qualitative indicators of the dynamics of the development of components of research competence (case studies, observation, testing, questioning, conversation, content analysis of documentation , research products research activities, etc.). On the basis of a comparison of the findings of the stated and comparative-generalizing stages of the experiment, it can be asserted that the development of the research competence of the future primary school teacher in the “college-university” system will be effective if the development model includes the content-technological, subject-procedural, performance-appraisal, blocks. Approbation convinces that an important tool for developing the research competence of primary school teachers is a set of social and pedagogical technologies (design research, portfolio, coaching, student-tutor, technology of social partnership and inter-level interaction as the leading and providing interaction with “external” social partners and the formation of “internal” links between different levels of education within the same educational organization).