PSYCHOLOGICAL AND PEDAGOGICAL GROUNDS OF INTERACTION BETWEEN EDUCATORS OF PRESCHOOL EDUCATION ESTABLISHMENTS AND COMBATANT’S FAMILIES

Abstract

The article reveals the philosophical, pedagogical, psychological, and sociological approaches to the interpretation of the concept of “interaction”. The concept of “interaction” is defined as a process of bilateral activity aimed at achieving the goal, based on the mutual influence of the participants of interaction on each other. The main characteristics of interaction are singled out: the feature of a common object, due to which the interaction receives its functional (obtaining a common result) and integrative meaning (combination of interaction participants to obtain a common result). It is stated that the presence of a common object transforms the subject-subject relationship into a subject-object-subject relationship. The essence of the concept of “pedagogical interaction between educators and families” is disclosed. It is a process of coordinated influences, harmonious relations, subject to a common goal, which is realized in communication “on equal terms” and in joint pedagogical activities for the education of preschoolers. The concept of “pedagogical interaction between educators and combatant’s families” is defined as a process of bilateral, mutual (joint) activities of educators of preschool education establishments and members of combatant's families to fully develop the child’s personality. The peculiarities of the interaction between educators and combatant families are described. Groups of combatant families who have existing problems have been identified due to their specifics in the upbringing of preschool children and interaction with educators. The conditions for the full development of the child in the family and the preschool institution are determined. The requirements for the coordinated work of the combatant’s family and the educator as subjects of education are outlined. The principles of work of educators with combatant’s families are analyzed. The most common disadvantages of educators’ work in the process of communication with the above-mentioned families are identified.