PEDAGOGICAL CONDITIONS FOR ORGANIZING COOPERATION BETWEEN THE PRESCHOOL EDUCATIONAL INSTITUTION AND THE FAMILY

Abstrak

This article is devoted to the substantiation of the pedagogical conditions for organizing cooperation between the preschool educational institution and the family. The study examines the normative and organizational, motivational and value-based, professional and competence-related, content-methodological, informational and communicative conditions of such cooperation, as well as the requirements of a differentiated approach to different types of families. Traditional and interactive forms of interaction, the possibilities of digital communication channels, and criteria and indicators for assessing the effectiveness of partnership are analyzed. Existing problems that reduce the effectiveness of the cooperation between the preschool institution and the family are identified, and proposals for overcoming them are developed.