For the younger generation, socialization in the digital space poses increasing potential and real
risks. Simultaneously, the transformation of educational process with a forced increase of distance
learning formats, as a result of the COVID-19 pandemic has exacerbated the issue of interaction
between teachers and students in addressing upbringing tasks. This is confirmed by current
international and Russian studies. Discussion of the quality of the educational environment from
the point of view of its safety inevitably encourages the search for assessment tools. This article
provides a theoretical and methodological justification for effective assessment of upbringing
hygienic and its implementation in the current context, based on theoretical and empirical studies.
The study took an interdisciplinary approach, treating the safety of upbringing as a complex
multifactorial phenomenon based on the integration of natural science and socio-humanitarian
knowledge. It used a cross-cultural analysis of empirical data from Russian and foreign studies
in the development of formats, strategies, and features of hygienic assessment in education taking
into account its cultural variability. Network theory was used to assess the importance of the role
of relationships in determining teachers’ readiness resources to carry out a hygienic assessment of
upbringing safety activities in digital and network contexts. The core of the educational context of
safety is defined as the process of providing means and measures aimed at productive self-realization
of children in various life situations based on the assessment of real and potential threats arising in
the process of socialization. The principles of safety (socio-biological balance, well-being, integration,
cognition), the content and indicators of the hygienic assessment of this process (physiological,
social, personal, psychological) are highlighted. The article describes the development network
of the teacher’s readiness to assess upbringing safety based on non-hierarchical value-resource
interaction in upbringing activities, assessment of its safety and hygienic potential. The results
obtained will contribute to expansion and improvement of theoretical ideas about hygienic expertise
in pedagogical processes, disclosure, and clarification of the concept of ‘hygienic assessment in
upbringing’, enrich theoretical ideas and effective practices of upbringing in distance education
formats.
Keyword(s) : social networks
Using Social Networks for Social Upbringing
The article addresses the potential of using social networks in social education and for solving the
problems of youth socialization. There is an urgent social need for the harmonious development of
the child’s personality, including in the Internet environment. At the same time, there is insufficient
knowledge about the organization of education in social networks in science.
The article identifies the experience of successful interaction between teachers and students on the
Internet and ways of organizing event situations in social networks. The study was conducted in
February-October 2020 and analysed the content of open official accounts of educational organizations
in the social networks ‘VKontakte’, Instagram and documents of educational organizations. The
complex use of observation methods, quantitative data processing, expert assessments was aimed
at identifying forms of educational activity that are promising for implementation online in social
networks. The study showed that, despite the variety of topics and styles, the content of official
school accounts resembles a list of news about holidays and other public events. The accounts do
not contain materials that could cause vivid emotions and sensations in children, become a source
of experiences, value attitudes, experience of interacting with people. Consequently, schools do not
provide children with opportunities for self-knowledge, self-determination, self-realization, and do
not support their initiatives in social networks. The article recommends that schools expand the
practice of organizing networked educational events. For this, they need to create groups of different
ages for children and adults for joint planning, organizing, conducting, summing up creative deeds.
The maintenance of a thematic Instagram account of a school is offered as an example of a successful
subject-subject interaction between a teacher-educator and students in social networks.
Using Social Networks for Social Upbringing
The article addresses the potential of using social networks in social education and for solving the
problems of youth socialization. There is an urgent social need for the harmonious development of
the child’s personality, including in the Internet environment. At the same time, there is insufficient
knowledge about the organization of education in social networks in science.
The article identifies the experience of successful interaction between teachers and students on the
Internet and ways of organizing event situations in social networks. The study was conducted in
February-October 2020 and analysed the content of open official accounts of educational organizations
in the social networks ‘VKontakte’, Instagram and documents of educational organizations. The
complex use of observation methods, quantitative data processing, expert assessments was aimed
at identifying forms of educational activity that are promising for implementation online in social
networks. The study showed that, despite the variety of topics and styles, the content of official
school accounts resembles a list of news about holidays and other public events. The accounts do
not contain materials that could cause vivid emotions and sensations in children, become a source
of experiences, value attitudes, experience of interacting with people. Consequently, schools do not
provide children with opportunities for self-knowledge, self-determination, self-realization, and do
not support their initiatives in social networks. The article recommends that schools expand the
practice of organizing networked educational events. For this, they need to create groups of different
ages for children and adults for joint planning, organizing, conducting, summing up creative deeds.
The maintenance of a thematic Instagram account of a school is offered as an example of a successful
subject-subject interaction between a teacher-educator and students in social networks.