Социально-педагогическое партнерство детского сада и семьи как условие позитивной социализации детей раннего возраста

Abstract

The urgency of the issue of positive socialization of young children is due to the growing scientific interest in the processes of sociogenesis in early and preschool childhood, the child’s mastery of social experience in a constantly changing socio-cultural situation. The family as the first agent of the child’s socialization experienced the negative influence of factors of the modern socio-cultural environment; itself needs pedagogical assistance and support to perform the function of social education of the child, the formation of age-appropriate social behavior skills. The purpose of the study: based on an analytical review of scientific sources, to identify the primary mechanisms of socialization of a child at an early age, to develop a model of pedagogical support for positive socialization of young children in the conditions of social and pedagogical partnership of kindergarten and family, to test its effectiveness during a pedagogical experiment. The approbation of the model of pedagogical support for positive socialization of young children in the conditions of socio-pedagogical partnership of kindergarten and family with the inclusion of parents in the educational process contributes to the successful passage of children through all stages of social adaptation, including reducing the timing of each stage, and the formation of expected forms of social behavior in children during the adaptation period. The material of the research can be useful for further applied research in the field of pedagogical support for the formation of age-appropriate mechanisms of positive socialization in children in early childhood in the conditions of public education and education.