Duke, in this handbook, mentions that the renewal of the preschool education system is conditioned by the need to intensify the interaction of the preschool institution with the family (Dukes, 2017). The family is a unique primary society that gives the child a feeling of psychological security, emotional back, and support. For the child, the family is also a source of social experience. Here, he finds examples of 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 been reflected in a number of normative and legal documents, including the concept of preschool education, regulations on preschool 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, the 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 parent’s level of knowledge about helping them in the matter of self-education, arming them with well-known perineum, and attracting them to the work of the kindergarten. An essential aspect of the interaction between the kindergarten and the family is that the kindergarten serves as an organizing centre and influences home education, so it is necessary to organize the interaction between 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 themselves 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, and sociologists have discussed 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). These are as follows: socioeconomic problems of society, leading to an increase in the percentage of socially unprotected parents and children, socio-psychological anxiety, fatigue, and 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 preschool 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 numerous and undeniable.
First, it is a positive emotional attitude of teachers and parents to work together to raise children. Parents are sure that this handbook will always help them in solving pedagogical problems and, at the same time, will not harm them, as they will take into account the views of the family and proposals for interaction with the child. Educators gain understanding from parents when 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 and 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 preschool and family.
Since, in the current conditions of the activity of a preschool 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 preschool educational institution – how the teacher interacts with the parents of pupils (FAO, 2006).
According to the author, the activity and 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, which 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 has imposed an external value system without taking into account the structure of the family and its traditions and experience (Jor’dan, Wolf & Douglass, 2012).
A new educational standard for preschool education has been developed that responds to new social needs and in which much attention is paid to working with parents. 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 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, as well as the protection and promotion of children’s health. Maintenance and maintenance of the 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.
The goal of educators is to create a unified space for the development of the child in the family and to make the parents participate in a full-fledged educational process. To achieve high quality in development and 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.
