ПЕДАГОГІЧНІ ІННОВАЦІЙНІ ТЕХНОЛОГІЇ ВЗАЄМОДІЇ ЗДО З БАТЬКАМИ У СУЧАСНИХ УМОВАХ

Abstract

The article describes one of the activities of preschool educational institutions – the interaction of the preschool and the family. The unity of the family and the preschool has traditionally been considered as the most important factor in creating a unified educational space. It investigates the role of the family in the preschoolers’ education. The authors analyze scientific sources of information on cooperation with parents of preschool children. They depict the essence of such notions as “interaction” and “cooperation” in the paper. This paper argues that the interaction between preschool and family one of the main activities of the pres-chool educational organization. Reveals the state of the problem on the issue of the interaction of preschool educational institutions and families. Presents a іnnovative technologies of forms and methods of interaction between pre-school educational and family. Preschool is the first social institution, the first educational institution with which come into contact parents at their pedagogical education. The creation of the educational environment in pre-school institutions with the involvement of the family as an environment for personal development of the child of preschool age is one of the promising directions of development of preschool education. Determining social factors that influence the formation of personality is the family. In the article, there is a conclusion about the need in using by the teachers of varied contemporary forms and active іnnovative methods of cooperation with the parents, pursuing the aim to build the trustful relationship between all participants of the pedagogical process. The main condition for the development of interaction with the family communication in the system "teacher-child-parent". The article covers various forms of interaction of specialists of preschool education institutions with families of pupils. The main purpose of introducing this or that form of interaction is determined. The participation of parents in the lives of their children helps them to distinguish the world of children from the adult world; to treat him as an equal to himself, to show a sincere interest in the actions of the child and to be prepared for emotional support. In conclusion, to work with parents and preschool children the study expands the model of future teachers’ training.