Duke in this handbook mentions that the renewal of the preschool education system is conditioned by the need to intensify the interaction of the pre-school institution with the family (Dukes, 2017). The family is a unique primary society that gives the child a feeling of psychological security, emotional back, support. Family for the child is also a source of social experience. Here he finds examples for imitation; here his social birth takes place (Dukes, 2017). In addition, if we want to grow morally healthy generation, we must solve this problem all the world: kindergarten, family, the public. The idea of the interrelation between social and family education has found its reflection in a number of normative and legal documents, including the Concept of preschool education, Regulations on pre-school educational institutions, the Law on Education, etc. Thus, the Law on Education in Article 18 is written that parents are the first teachers. They are obliged to lay the foundation for the physical, moral and intellectual development of the child’s personality at an early age.
On this occasion, author in his pedagogical works elaborates that the question of working with parents is a big and important issue (Dukes, 2017). Here it is necessary to take care of the level of knowledge of the parents themselves, about helping them in the matter of self-education, arming them with a well-known perineum, attracting them to the work of the kindergarten. An essential aspect of the interaction of the kindergarten and the family; furthermore, the kindergarten serves as an organizing center and influences home education, so it is necessary to organize the interaction of the kindergarten and the family as much as possible to raise children. … In their commonwealth, in mutual care and responsibility is a huge force (Morrison, 2007). At the same time, he believes that parents who cannot educate need to be helped (Dukes, 2017).
One of the topical problems pertaining to the eternal problems of humankind is the upbringing of children. Today teachers, psychologists, parents, sociologists, discuss this problem (Jor’dan, Wolf & Douglass, 2012). Practice and conducted research provided in this parent handbook shows that parents have difficulties in raising children, which are explained for a number of reasons deterioration of children’s health (mental, physical). Which are as follows: socio-economic problems of society, leading to an increase in the percentage of socially unprotected parents and children, socio-psychological anxiety, fatigue, the redistribution of material and economic functions within the family, the difficulties of organizing family life amid crises; personal problems of the parents: fatigue, mental and physical stress, anxiety in connection with a decrease in the safety of life, a growing sense of loneliness (especially in single-parent families) lack of understanding; global problems that determine the development of adults and children by environmental problems, local wars, etc.).
Therefore, it is no accident that in recent years a new philosophy of interaction between the family and the preschool institution has begun to develop and be introduced. It is based on the idea that parents are responsible for the upbringing of children, and all other social institutions are called upon to support and supplement their educational activities.
The policy of transforming education from the family into the public, officially implemented for many years in our country, is disappearing into the past. In accordance with this, the position of the pre-school institution changes with the family. Each pre-school educational institution not only educates the child, but also advises parents on the issues of raising children (Jor’dan, Wolf & Douglass, 2012). The teacher of a pre-school institution is not only a teacher of children, but also a partner of parents for their upbringing. The advantages of the new philosophy of interaction between teachers and parents are undeniable and numerous.
First, it is a positive emotional attitude of teachers and parents to work together to raise children. Parents are sure that the this handbook will always help them in solving pedagogical problems and at the same time will not harm, as they will take into account the views of the family and proposals for interaction with the child. Educators gain understanding from parents in solving problems (from material to economic). In addition, in the greatest prize there are children, for the sake of which this interaction is realized.
Secondly, this is a consideration of the individuality of the child. The teacher, constantly maintaining contact with the family, knows the peculiarities, habits of his pupil and takes them into account when working, which, in turn, leads to an increase in the effectiveness of the pedagogical process.
Thirdly, parents can independently choose and form at the school age the direction in the development and upbringing of the child, which they consider necessary. Thus, parents take responsibility for the upbringing of the child.
Fourthly, this is an opportunity to implement a unified program for the upbringing and development of the child in the pre-school and family.
Since in the current conditions of the activity of a pre-school educational institution, the priority is interaction with the family, these tendencies occurring in the life of society cannot be ignored. Therefore, the need has arisen to update such an important line of activity of a pre-school educational institution – how the teacher interacts with the parents of pupils (FAO, 2006).
According to author, the activity, communication of teachers and parents should be based on the principles of openness, mutual understanding and trust. Parents are the main social customers of the services of preschool educational institutions; therefore, the actions of teachers should be based on the interests and needs of the family. It is for this reason that many kindergartens are focused on the search for new forms and methods of work that would take into account the actual needs of parents, have contributed to the formation of an active parental position. It is necessary to change the existing practice of working with parents, in which each family was imposed an external value system, without taking into account the structure of the family of its traditions and experience (Jor’dan, Wolf & Douglass, 2012).
A new educational standard for pre-school education has been developed that responds to new social needs and in which much attention is paid to working with parents. The he states that working with the parents of pupils should have a differentiated approach, take into account the social status, the microclimate of the family, parental inquiries and the degree of interest of parents in the activities, and enhance the culture of the family’s pedagogical literacy (Dukes, 2017). There are also formed the requirements for the interaction of the organization of work with parents. One of the principles of which is the cooperation the pupil’s family, it is the basis for assisting parents (legal representatives) in the upbringing of children, protecting and strengthening their physical and mental health, developing individual abilities and correcting developmental disabilities (FAO, 2006). One of the requirements for psychological and pedagogical conditions is to ensure the increase of the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health. Maintenance and maintenance of mental health of preschool-age children is possible only with the combined efforts of teachers and parents. The establishment of a kindergarten and a family for cooperation is central to the process of effective education and upbringing.
Proceeding from this, the goal of educators is to create a unified space for the development of the child in the family, to make the parents participants in a full-fledged educational process. To achieve high quality in development, to satisfy fully the interests of parents and children, it is possible to create this single space with the systematic interaction of the family. Success in this difficult process of educating a full-fledged person depends on the level of professional competence of teachers and the pedagogical culture of parents.
References
Dukes, T. (2017). The Present Parent Handbook: 26 Simple Tools to Discover that This Moment, This Action, This Thought, This Feeling is Exactly Why I’m Here. Familius.
FAO. (2006). Policy brief: Cultural and Linguistic Competence in Family Supports. https://doi.org/10.1177/0022146512469014
Jor’dan, J., Wolf, K., & Douglass, A. (2012). Increasing Family Engagement in Early Childhood Programs. YC: Young Children, 67(5), 18-23.
Morrison, G. S. (2007). Early Childhood Education Today. Early childhood education today.
