PARTNERSHIP PEDAGOGY IN PRESCHOOL EDUCATION: MODERN GUIDELINES OF INTERACTION

Abstract

The article considers preschool education as a holistic, open and dynamic space for the implementation of partnership pedagogy, based on the principles of mutual respect, trust, dialogue, equality and joint responsibility of all participants in the educational process. It is emphasized that it is in the conditions of preschool education that the foundations of constructive interaction are laid, the primary social skills of the child and his readiness for cooperation are formed. The relevance of the transition from traditional, mainly authoritarian and one-sided forms of interaction to partnership relations in the system of «teacher - child – parents» is substantiated in the conditions of modern educational transformations, caused by the introduction of a competency-based approach, ideas of child-centrism and humanization of education. It is emphasized that such changes contribute to improving the quality of the educational process, ensure the consistency of educational influences and create the prerequisites for the harmonious development of the child's personality. New guidelines for interaction have been identified, including child-centeredness, which involves recognizing the uniqueness of each child, taking into account their individual needs, interests, and pace of development; subject-subject interaction as the basis for an equal dialogue between all participants in the educational process, which ensures the active position of the child, teacher, and parents; pedagogy of trust, which is based on creating a psychologically safe environment, support, respect, and acceptance; openness of the educational environment, which involves transparency in the activities of the preschool educational institution, accessibility of communication, and readiness for cooperation; active involvement of the family in the educational process as an equal partner, which contributes to the consistency of educational influences, increasing the pedagogical culture of parents, and ensuring the holistic development of the child. The features of implementing a partnership approach in preschool educational institutions have been analyzed, and effective forms and methods of cooperation with parents and children have been outlined. The focus is on the role of the teacher as a facilitator of partnership interaction, capable of creating a safe, inclusive and developmental environment. It is proven that the implementation of partnership pedagogy contributes to the harmonious development of the personality of a preschool child, the formation of social competencies and positive experience of interaction.