INTERACTION BETWEEN FAMILY AND PRESCHOOL EDUCATIONAL ORGANIZATION IN CHILD DEVELOPMENT: PARTNERSHIP OR...?

Abstract

The peculiarities of interaction between family and preschool educational organizations in the development of children aged 3-7 years are considered. The features of the formation of knowledge, skills and abilities by parents in the process of familiarization with the culture of using modern technical systems, norms of communication with different people are highlighted. The requirements of regulatory documents for the content and organization of children's education in preschool are analyzed, taking into account age and individual characteristics. The main requirements for the creation of partnerships between a family and a preschool educational organization are determined. It is noted that they arise on the basis of the use by parents and teachers of common mechanisms of child development and self-training in the process of growing up. Based on the materials of an empirical study, it is shown that, on the one hand, families are interested in the fact that the child acquires in kindergarten the knowledge and skills necessary for successful schooling. On the other hand, many parents do not show willingness to follow the recommendations of teachers when solving the tasks of forming children's curiosity, self-care skills, self-organization, compliance with norms, rules of behavior with peers, solving conflicts arising in play activities. The problem of developing partnerships in overcoming the child’s selfish motives through joint efforts, familiarization of children with the culture of cooperation that focuses on developing the ability to coordinate personal interests with the needs of others, is highlighted.