| Articolul precedent |
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 370 12 |
| Ultima descărcare din IBN: 2024-03-16 21:36 |
| Căutarea după subiecte similare conform CZU |
| 37.018.1:159.9 (8) |
| Основы образования. Теоретические основы. Философские основы и др. (3901) |
| Психология (3368) |
 SM ISO690:2012STANCIU, Mirela. Implicații psihologice și educaționale ale parteneriatului școală – familie. In: Probleme ale științelor socioumanistice și modernizării învățământului, Ed. 22, 8-9 octombrie 2020, Chişinău. Chişinău: CEP UPS „I.Creangă”, 2020, Seria 22, Vol.1, pp. 340-343. ISBN 978-9975-46-450-5. |
| EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
| Probleme ale științelor socioumanistice și modernizării învățământului Seria 22, Vol.1, 2020 |
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Conferința "Probleme ale științelor socioumanistice și modernizării învățământului" 22, Chişinău, Moldova, 8-9 octombrie 2020 | ||||||
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| CZU: 37.018.1:159.9 | ||||||
| Pag. 340-343 | ||||||
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School and family are the institutions that have an overwhelming importance in the children's formative-educational process. The school-family partnership has special educational values, because in the relationship with the school, the parent, in turn, "learns" - is informed about how to lead and organize the instructional-educational process; supports the school in carrying out projects and activities; becomes a support for the positive image of school – understands the importance of school in the education of his child and has a positive attitude towards school; becomes a source of additional information – provides the principal or teacher with information about the child's behavior in the family; helps to educate their own child, helps and supports him in the daily activity of knowledge accumulation. |
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| Cuvinte-cheie school, family, adaptation, teacher, education |
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DataCite XML Export
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