Parent–teacher interaction and its role in preschool children’s development in Russia

Abstract

ABSTRACT Family and preschool institutions are the most influential environments for education and development. Therefore, the aim of this research is to study the prospects and drawbacks of early childhood development in the interaction of preschool and family education in Russia. The participants were 79 preschool teachers and 327 parents of children who attend kindergartens. Findings show that the most convenient forms of family–preschool interaction are group lessons, tours and group celebrations. Employees of preschool institutions are the least interested in the utilisation of information and commutation technologies. Commonly, the staff may have children aged 3–5 listening to music, playing board games, reading books, modelling, making applique, drawing and performing small routine tasks (collecting toys and dishes, watering the flowers). In contrast to the institute of family education, preschool education draws more attention to the child development. Findings demonstrate that unlike educators, parents endorse the use of digital technologies but 74.7% of them use technologies for leisure applications, rather than for educational and developmental purposes. The mentioned development methods are applied to reach child development by 28% of parents and 43.65% of educators. The findings may be applied to facilitate communication between parents and preschool teachers.