Open AccessFAMILY SUPPORT IN THE PSYCHOPHYSICAL DEVELOPMENT OF PRESCHOOL CHILDREN AS A THEORETICAL PROBLEM OF PRESCHOOL EDUCATION
Author(s) -
Yevhen Antypin,
Natalia Chermoshentseva
Publication year - 2020
Publication title -
molodij včenij
Language(s) - English
Resource type - Journals
eISSN - 2313-2167
pISSN - 2304-5809
DOI - 10.32839/2304-5809/2020-10-86-22
Subject(s) - psychology , institution , developmental psychology , space (punctuation) , educational institution , preschool education , realization (probability) , interpretation (philosophy) , phenomenon , pedagogy , mathematics education , sociology , social science , epistemology , computer science , statistics , philosophy , mathematics , programming language , operating system
The article reveals the content of theoretical aspects of the problem of psychological and pedagogical interaction of preschool education institutions and families regarding the development of preschool children. The study of this pedagogical process becomes relevant in connection with the increasing demands of society to recognize the value of harmonious development of children. This is also facilitated by the desire of educational institutions to social transparency and expand the space of interaction. The purpose of the article is to highlight the results of a theoretical study of the problem of organizing the interaction of preschool education with the family to provide psychological and pedagogical support for the development of pre-preschool children (from birth to two years). The results of the theoretical study of the modern scientific interpretation of pedagogical interaction as a phenomenon became the basis for determining the essence of cooperation of preschool education institutions with families. According to the results of the study of psychological and pedagogical sources, the bases of realization of cooperation of preschool educational institutions with families are revealed. The theoretical achievements of scientists on the impact of family education on child development, as well as key obstacles to effective interaction are highlighted. The study identified the main forms of organization of pedagogical interaction of preschool institutions with families, which are divided into two groups: traditional, non-traditional. In the course of the theoretical research it was found out that the problem of interaction of the preschool institution with the parents has a sufficient representation in the scientific field. At the same time, there is a need for wider coverage and scientific research of the problems of propaedeutic cooperation (cooperation of preschool education institutions with the families of future pupils). The results of the theoretical study presented in this article became the basis for further study of the problem of implementation of methodological support of family support in the psychophysical development of the child from birth to two years.