COMMUNICATIVE COMPETENCE OF THE EDUCATOR IN COOPERATION WITH PARENTS: THEORETICAL ASPECT

The article clarifies the essence of the concept of “communicative competence of an educator in cooperation with parents”. The content of the concepts “competence”, “communicative competence”, “interaction” and “cooperation” has been detailed. The specifics of the educatorsʼ communicative competence in cooperation with parents have been considered. Which is characterized by purposeful practical use of the system of knowledge, communication skills and abilities in the organization of interaction with the parents of pupils in order to create a single educational space for the holistic development of the childʼs personality. It was found that the cooperation of the teacher with parents is a kind of their interaction, which is manifested in coordinated and voluntary actions within the preschool institution, which are aimed at achieving common educational and upbringing goals. Important pedagogical conditions for effective cooperation between the educator and parents are the establishment of professional communication and the organization of productive activities. The communicative competence of preschool educators in cooperation with parents has been defined as an integral ability, the result of mastering professional knowledge, the formation of personal qualities, motivational and value orientations and skills of using communication techniques and understanding between educational subjects for effective pedagogical cooperation, trust and support. Indicators of partnership cooperation of a preschool teacher with parents have been outlined.