PARTICIPATION OF PARENTS IN SUPPORTING THE FORMATION OF LIFE COMPETENCES OF PRESCHOOLERS IN EDUCATIONAL AREAS OF THE UPDATED STATE STANDARD OF PRESCHOOL EDUCATION

Abstract

Summary. The article considers one of the important problems of parents' participation in the formation of life competencies of preschoolers. The main attention is paid to updating the basic principles of the State Standard of Preschool Education. Three main mechanisms of parental influence on children are highlighted: messages; belief; suggestion. The directions of cooperation of preschool educational institutions with families are specified. The factors of harmonious interaction of teachers and parents are substantiated: partnership in raising children; understanding by teachers and parents of the purpose and tasks of education; respect and trust for the child; maximum use of the educational potential of the team and the family when working with children. The term “family” as one of the most important educational institutions, the role and importance of which in shaping the child's personality, is difficult to overestimate. It is determined that the cooperation of preschool education institutions with families should be implemented in the following areas: creation of information and educational space for parents and other family members; improving the professional skills of teachers through acquaintance with families, the experience of education; promoting the integration of family education into public; encouraging parents to take an active part in the educational process; coordination of concepts of values, pedagogical position, achievement of unity of educational influences on the child in a family and institution of preschool education; formation of positive attitude of pedagogical workers and parents to partnership, encouraging them to actions and patterns of behavior focused on mutual understanding and mutual respect. Forms of work with the participation of parents in the educational process of preschool education institutions are specified: individual or group conversations and consultations; consulting centers; meetings with experts; mini-lectures; photo-video presentations, etc. Active forms of interaction are highlighted: creation and support of creative constructive pedagogical environment; improving the professional skills of teachers; planning the main tasks and content of cooperation of the educational institution with parents; identification and implementation of pedagogical and family experience; development and organization of trainings, round tables, business games, master classes; family photos, child benefits; questionnaires for parents.