THE ROLE OF INTERACTION BETWEEN FAMILY AND PRESCHOOL EDUCATIONAL ORGANIZATION IN THE DEVELOPMENT OF INDEPENDENCE OF PRESCHOOLERS
In recent years, children’s independence is increasingly becoming the object of attention of researchers, teachers and educators. The problem of independence is devoted to the work of R.S. Bure, T. Guskov, V.D. Ivanov, I.S. Kohn and others, who consider independence as a property of personality, whi...
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| Formato: | article |
| Lenguaje: | EN RU |
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Science and Innovation Center Publishing House
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/2a3dcb7d099549908d6ae84554fbbe88 |
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| Sumario: | In recent years, children’s independence is increasingly becoming the object of attention of researchers, teachers and educators. The problem of independence is devoted to the work of R.S. Bure, T. Guskov, V.D. Ivanov, I.S. Kohn and others, who consider independence as a property of personality, which implies independence, the ability to independently, without prompting, make important decisions and implement them.
Independence develops not only in the family, but also in the pre-school environment. The efficiency of formation of independence among children of senior preschool age will contribute to the following pedagogical conditions: targeted development of independence in the family given the level of development of this quality in the child; cooperation of the OED and families with the aim of increasing the level of autonomy of children.
In the course of our research work, we identified the features of interaction between the family and the preschool educational organization in the conditions of implementation of the GEF. We found that the main goal in cooperation with parents is professional assistance in matters of education and upbringing. At interaction of DOE and parents the tasks are solved: active interaction with parents for studying of their family microclimate; rendering theoretical and practical help; increase of the General culture of a family and psychological and pedagogical competence of parents; the use of traditional and non-traditional forms of cooperation and creativity.
We studied the methods, techniques and means of independence senior preschool children in preschool and the family: games, design and search activity, adherence of the day, the presence of household responsibilities, reward system, etc. after Analyzing autonomy as a quality of a preschooler, we came to the conclusion that independence is independence, the ability and willingness of a person to take actions or deeds without the help of others. |
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