PEDAGOGICAL CONDITIONS OF EFFECTIVE PEDAGOGICAL PARTNERSHIP AND COMMUNICATION IN THE PROFESSIONAL ACTIVITY OF PRESCHOOL TEACHER

Abstract

The relevance of the study is due to the growing role of pedagogical partnership in the context of modern preschool education. Effective communication and cooperation between all participants in the educational process – educators, children and parents – is a key factor in the successful development of a child. The purpose of the study is to theoretically substantiate the basic concepts of the topic, to determine the pedagogical conditions that contribute to effective pedagogical partnership and communication in the professional activity of a preschool teacher. Globalisation, informatisation, and the dynamics of social processes create new challenges for the education of preschool children. Changing roles of parents, increasing number of working mothers, expanding opportunities for preschool education – all this affects the nature of interaction between the family and preschool education institution. The success of preschool education depends on the effective interaction of all participants in the educational process: educators, children and parents. Modern children need a variety of stimuli for development, which requires educators to constantly update their knowledge and skills. Effective communication and cooperation between all participants in the educational process helps to create a comfortable environment for children's development. The relevance of the study is also confirmed by the lack of a sufficient number of scientific works devoted to the pedagogical conditions of effective pedagogical partnership and communication in the professional activity of preschool teachers in the context of modern challenges. In our opinion, the proposed pedagogical conditions will contribute to effective pedagogical partnership and communication in the professional activity of the preschool teacher, namely: professional readiness of the teacher to humanise the educational environment; ability of preschool teachers to communicative mobility; emotional and value attitude to all participants in the educational process; creation of a developmental speech environment; stimulation of partners to reflective activity. Prospects for further development are the creation of an elective course for students of the second (master's) level of higher education in the speciality 012 Preschool Education.