FORMATION OF HIGH SCHOOL STUDENTS’ READINESS FOR RESPONSIBLE PARENTHOOD: THE COURSE AND RESULTS OF THE STUDY
DOI:
https://doi.org/10.32405/2308-3778-2023-27-2-280-294Keywords:
responsible parenthood, stages, scientific research, educators, pedagogical experiment, results, senior students, formative stageAbstract
The article emphasizes the importance of preparing modern youth for future parenthood, highlights the course of a scientific research aimed at determining the pedagogical tools for forming high school students’ readiness for responsible parenthood, defines its results, and formulates conclusions.
The purpose of the article is to describe the main stages of a scientific research on the formation of high school students’ readiness for responsible parenthood and to summarize its results.
Research methods include analysis of scientific and methodological literature on the research problem, surveys, observations, analysis of creative works, comparison, ranking, and development of tables, analysis, and generalization of obtained data.
The course of the scientific research on the formation of readiness for responsible parenthood is described, which consisted of three stages: theoretical and ascertaining, experimental and practical, and generalizing and implementing. A pedagogical experiment was conducted as part of the research to verify the effectiveness of the developed content, forms, and methods for forming high school students' readiness for responsible parenthood.
The results of the formative stage of the pedagogical experiment revealed levels of readiness for responsible parenthood among high school students: adequate (high) (28.0 % of students), uncritical (average) (50.8 % of students), and indifferent (low) (21.2 % of students). Pupils' views on future parenthood have become clearer, they have expanded their knowledge of the legal foundations of parenthood, the essence of the reproductive culture of young people as future parents, their understanding of the essence of family education has increased, etc. This testifies about the effectiveness of the proposed pedagogical tools.
The conclusion is drawn that achieving adequate readiness for responsible parenthood among senior students requires systematic and purposeful work by educators in educational institutions, based on the principles of cooperative pedagogy and a person-oriented educational approach, as well as proper collaboration between educators and parents.
Comparing the results of the research with the ideas and views of researchers addressing similar issues confirms the relevance of the study and the appropriateness of the proposed pedagogical toolkit.
The scientific novelty of the study consists in the clarification of effective pedagogical methods of forming the readiness of high school students for responsible parenthood.
The article will be useful for researchers, practicing educators, and students in institutions of higher education.
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