THE NEED FOR INTERACTION OF PRESCHOOL TEACHERS WITH FAMILIES OF PUPILS
The article substantiates from a psychological and pedagogical position the need for designing and implementing joint work of kindergarten teachers and parents of pupils. Some features of family education are presented, at the same time, the difficulties and problems of modern parents are noted. Revealing the specifics and role of the educational potential of the family, the authors emphasize that the possibilities of the family in raising children are not unlimited. For the full development of the personality of a preschooler, it is necessary to ensure the influence of the children's team and a competent teacher who owns modern and effective technologies for educational activities. It is emphasized that the advantage of a preschool organization is the creation of an appropriate educational environment based on taking into account the specifics of age-related psychological characteristics and the actual needs of a person in preschool age. Cooperation is considered as a partnership of equal subjects whose activities are aimed at achieving a common goal - personal development. Attention is focused on the need for a differentiated approach to working with the families of pupils, taking into account the characteristics of each family, the uniqueness of its educational potential. The conditions for the implementation of a differentiated approach are presented, among which are the observance of the principles of professional ethics, pedagogical tact, mutual trust, etc. Based on the position of V.P. Dubrova, the stages of work of teachers with parents are determined, their characteristics are given. The main forms of work with parents are outlined: visual-informational, leisure, etc. The authors come to the conclusion that it is necessary to build partnerships between the kindergarten and the family, a competent approach to building an interaction strategy, and using the whole variety of forms of joint work.