Peculiarities of Parental Education in Russia (USSR) (1980s to the Present): Historical and Pedagogical Analysis

The subject of the this research is the pedagogical education of parents in Russia (USSR) (1980s to present time). The purpose of the article'sarticl purpose is to present in chronological order the main pedagogically significant events and facts,, and to identify key ideas and features of the implementation of pedagogical education of parents in different periods. There are three periods of parents'parents education: the Soviet (from the 1980s to 1991), the post-Soviet (1992 to– the end of the 2010s), and the modern (the end of 2010 to the present time). It is shown that the pedagogical education of parents in Russia has evolved from pedagogical universal education, popularization of WesternizationWesternization, opposition to WesternizationWesternization, and traditional approaches, to familiarization with traditional Russian spiritual and moral values. Research methods: theoretical analysis of sources, comparative analysis, and generalization. Research sources: include normative legal acts in the field of education, upbringing, and the development of family relations, the works of teachers, psychologists, and publicists, and the journal for parents, "Family and School." During the Soviet period, official pedagogical universal education with a formal approach and, party postulates, and separate practices based on Western ideas (attention to the feelings of the parent and positive child-parent communication) coexisted. The specific psychological and pedagogical knowledge needed by the parent did not fit well with the communist ideology. Testing and adapting Western ideas to the Soviet reality was difficultcomplex. In the post-Soviet period, educational programs implemented in schools and social protection institutions reliedrely mainly on a traditional approach with a passive and often indifferent parent, but influencing the child. Western practices have not been fully understood and accepted by educators and psychologists. The modern period is characterized by the development of unified methodological and substantive approaches: the All-Russian conferences on family education and parental education, ""School of Gifted Parents"" are held annually, the All-Russian competition of best practices in parental education, a project is being implemented in all regions of Russia to provide psychological, pedagogical, methodological and counseling services to parents, university psychological services are being created that provide psychological education of parents. Information and methodological support are being createdmade, and unified education programs for parents and specialists are being developed.

a unified approach, education programs, traditional values, the traditional approach, Westernization, parental universal education, educating parents, Soviet practices, the role of the media, self-education of parents