The role of the child-adult community in the development of adolescents’ meaning of life
https://doi.org/10.20310/1810-0201-2024-29-4-1034-1048
Abstract
Importance. The search for the meaning of life is a relevant issue during adolescence. A childadult community plays an important role in the development of meaning of teenagers’ lives by providing support, participation in social events, role models, and opportunities for selfrealization. Interacting with adult members of the community contributes to the development of value orientations among adolescents, the establishment of individual personal and professional goals, and provides support in the search for meaning of life. The purpose of the study is to identify the specific role of the child-adult community in the development of adolescents’ meaning of life.
Materials and Methods. Analysis of Russian and foreign literature, conducting a survey among adolescents, conducting interviews and observations, as well as statistical processing of the results are used.
Results and Discussion. It has been established that in developing the meaning of life, child-adult communities play the role of creating a supportive and emotionally favourable environment, mentoring and role models, and so forth. However, not all of the roles are fulfilled by the community equally. To increase the effectiveness of the child-adult community in matters of meaningful selfdetermination of adolescents, a programme of activities aimed at compensating for the lack of community work is developed.
Conclusion. The study will help educational and social institutions to develop effective strategies and programmes of pedagogical support for adolescents, which may become an object of future research.
Keywords
About the Author
N. S. SorokinRussian Federation
Nikita S. Sorokin - Research Scholar at Theory and Practice of Educational Systems Laboratory.
33 Radishcheva St., Kursk, 305000
References
1. Shustova I.Yu. (2019). Upbringing of school children: the resource of child and adult community. Izvestiya Saratovskogo universiteta. Novaya seriya. Seriya: Akmeologiya obrazovaniya. Psikhologiya razvitiya = Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, vol. 8, no. 1, pp. 78-82. (In Russ.) https://doi.org/10.18500/2304-9790-2019-8-1-78-82, https://elibrary.ru/acfjws
2. Selivanova N.L. (2010). Education in a Modern School: From Theory to Practice. Tver, LLC “Publishing and Printing Company “Viart”, 168 p. (In Russ.) https://elibrary.ru/rvxlkh
3. Belova S.V., Alieva Z.S. (2020). Сhildren-adults community as a purpose and value of mobile activity. Problemy sovremennogo pedagogicheskogo obrazovaniya = Problems of Modern Pedagogical Education, no. 67-4, pp. 41-44. (In Russ.) https://elibrary.ru/ockgmh
4. Whitlock J. (2007). The role of adults, public space, and power in adolescent community connectedness. Journal of Community Psychology, vol. 35, no. 4, pp. 499-518. https://doi.org/10.1002/jcop.20161
5. Foster C.E., Horwitz A., Thomas A. et al. (2017). Connectedness to family, school, peers, and community in socially vulnerable adolescents. Children and Youth Services Review, vol. 81, pp. 321-331. https://doi.org/10.1016/j.childyouth.2017.08.011
6. Epstein J.L., Sanders M.G., Simon B.S. et al. (2002). School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, Corwin Press, 395 p.
7. Sergeeva S.E. (2018). Organization of a pedagogical studio of the child-adult community on the basis of the “Master” association. Bibliotechka dlya uchrezhdenii dopolnitel’nogo obrazovaniya detei, no. 1, pp. 36-40. (In Russ.) https://elibrary.ru/lbnvsp
8. Sergeeva E.A., Syrova O.V., Tukhvatullina L.R. (2022). The problem and experience of implementing a “project school” for children and adults. Sbornik statei uchastnikov Vserossiiskoi nauchno-prakticheskoi konferentsii s mezhdunarodnym uchastiem «7 Andreevskie chteniya: sovremennye kontseptsii i tekhnologii tvorcheskogo samorazvitiya lichnosti» = Collection of Articles by Participants of the All-Russian Scientific and Practical Conference with International Participation “The 7th Andreev Readings: Modern Concepts and Technologies of Creative Self-development of Personality”. Kazan, Kazan Federal University Publ., pp. 305-308. (In Russ.) https://elibrary.ru/hvbejz
9. Shustova I.Yu. (2014). Role of pedagogical support in self-determination of senior schoolchildren. Otechestvennaya i zarubezhnaya pedagogika, no. 5 (20), pp. 74-88. (In Russ.) https://elibrary.ru/synwgb
10. Hamzehgardeshi Z., Marzband Z., Shahhosseini Z., Azizi M. (2019). Components related to the meaning of life in adolescents: a review article. Clinical Excellence, vol. 9, issue 2, pp. 28-37. (In Persian)
11. Wong P.T.P. (2014). Viktor Frankl’s meaning-seeking model and positive psychology. Meaning in Positive and Existential Psychology. New York, Springer Publ., pp. 149-184. http://dx.doi.org/10.1007/978-1-4939-0308-5_10
12. Steger M.F., Kashdan T.B., Sullivan B.A., Lorentz D. (2008). Understanding the search for meaning in life: personality, cognitive style, and the dynamic between seeking and experiencing meaning. Journal of Personality, vol. 76, issue 2, pp. 199-228. https://doi.org/10.1111/j.1467-6494.2007.00484.x
13. Schippers M.C., Ziegler N. (2019). Life crafting as a way to find purpose and meaning in life. Frontiers in Psychology, vol. 10, art. 2778. https://doi.org/10.3389/fpsyg.2019.02778
14. Russo-Netzer P. (2015). The search for meaning in life – theoretical, experiential, and educational aspects. The International Forum for Logotherapy, vol. 38, pp. 72-78.
15. Abildaeva A.S. (2019). Theoretical foundations of the pedagogical support technology. Molodoi Uchenyi = Young Scientist, no. 42 (280), pp. 317-319. (In Kazakh) https://elibrary.ru/mtycvd
16. Baiborodova L.V., Tamarskaya N.V. (2020). Pedagogical technologies for the new generation of schoolchildren. Yaroslavskii pedagogicheskii vestnik = Yaroslavl Pedagogical Bulletin, no. 3 (114), pp. 8-16. (In Russ.) https://doi.org/10.20323/1813-145X-2020-3-114-8-16, https://elibrary.ru/ifyiym
17. Kobyakova M.S. (2020). Challenges of personalization in the process of search sense of life. Akademiya pedagogicheskikh idei «Novatsiya», no. 6, pp. 35-38. (In Russ.) https://elibrary.ru/pvaqms
18. Gempp R., González-Carrasco M. (2021). Peer relatedness, school satisfaction, and life satisfaction in early adolescence: a non-recursive model. Frontiers in Psychology, vol. 12, art. 641714. https://doi.org/10.3389/fpsyg.2021.641714
19. Parfenova I.S. (2014). On the question of self-determination of the personality in the group. Otechestvennaya i zarubezhnaya pedagogika, no. 5 (20), pp. 98-103. (In Russ.) https://elibrary.ru/synwgv
20. Kurilo S.N. (2013). The role of child-adult communities in the education of the younger generation. Vestnik Ufimskogo yuridicheskogo instituta MVD Rossii = Bulletin of Ufa Law Institute of MIA of Russia, no. 2 (60), pp. 42-46. (In Russ.) https://elibrary.ru/yliykt
21. Shustova I.Yu. (2018). Education in a Child-adult Community. Moscow, Pedagogicheskoe obshchestvo Rossii Publ., 176 p. (In Russ.) https://elibrary.ru/vmcdkg
22. Grigor’ev D.V. (2015). Child-adult community in education: do not lose the meaning. Narodnoe obrazovanie = National Education, no. 4 (1447), pp. 167-170. (In Russ.) https://elibrary.ru/twgtrv
Supplementary files
Review
For citations:
Sorokin N.S. The role of the child-adult community in the development of adolescents’ meaning of life. Tambov University Review. Series: Humanities. 2024;29(4):1034-1048. (In Russ.) https://doi.org/10.20310/1810-0201-2024-29-4-1034-1048