Аңдатпа
The article examines the psychological and pedagogical features of the formation of value orientations in primary school children within the context of family–school interaction. The relevance of the study is determined by global social transformations, the rapid digitalization of children's socialization environments, and the growing crisis of traditional family values. Based on an analysis of theoretical and empirical sources, the article substantiates the leading role of the family as the primary institution of socialization that shapes the initial axiological environment of a child's development. The contradictions between the values declared by contemporary children and those reflected in their actual behavior are revealed: although children identify family and close relatives as their most significant values, when given a free choice, the majority demonstrate a preference for material and consumer-oriented values. The study characterizes the psychological and pedagogical conditions that ensure effective value education within the framework of family–school partnership, including the enhancement of parents' pedagogical competence, the creation of a tolerant atmosphere of interaction among participants in the educational process, the coordinating role of the classroom teacher, and the implementation of interactive forms of family engagement. It is demonstrated that primary school age represents a sensitive period for the development of personal values. However, the mere presence of family and school in a child's life does not guarantee the successful internalization of values. Purposeful, pedagogically organized work based on dialogue and a learner-centered approach is essential. Particular attention is also paid to the challenges associated with the digitalization of the socialization environment of contemporary primary school children.