The article deals with the current problems of organizing educational interaction with young children. The views of scientists and practitioners regarding optimizing the upbringing and development of young children in the conditions of a preschool educational institution have been studied and summarized. Attention is focused on essential problems that concern specialists regarding the content of education, staffing of preschool education, various forms of educational interaction, and methodical tools. The modern priorities of the development of young children in a preschool educational institution are analyzed. The main basic principles of the quality of the organization of the educational process are activity and competence approaches. Emphasis is placed on the importance of the variability of educational programs for young children. The need to study the state of the educational process in early age groups in a preschool educational institution is substantiated. The basis of the organization of conditions for the integral development of a young child should be an idea of the internal mechanisms of the child’s development and the real possibilities of the preschool educational institution to create appropriate conditions. The transition from the priority role of the educator to the active subject position of the child at an early age necessarily involves improving the content of early childhood education, ensuring the integrity and quality of the educational process, and optimizing the psychological and pedagogical support of children’s development. It was determined that this process is accompanied by a change in worldview positions and a reorientation of values. It requires a rethinking of the content of education and approaches to the organization of the educational process in a preschool educational institution. It was found that parents do not have complete specific knowledge about the peculiarities of the development of young children, methods and forms of communication with the child, and are interested in competent support from highly qualified teachers. On the basis of theoretical analysis, the role, place, and problems of training preschool education specialists for the implementation of psychological and pedagogical development of young children are determined.

The article on the basis of elaboration of dictionaries, encyclopedias, reference books, etc. presents a definitive description of the basic concepts of research «diagnosis», «diagnosis», «diagnosis», «pedagogical diagnosis», «diagnosis of pedagogical activity» and describes the importance of diagnosing teachers as the main basis ofmethods. organizationoftheeducationalprocessintheinstitutionofpreschooleducation. Aretrospectivereview of the use of diagnosis in pedagogy in ancient Babylon and ancient China is presented, as well as the introduction of the use of testing by the English scientist F. Galton. The citation of normative-legal documents on education concerning the organization of methodical support on diagnostic bases is given. The results of elaboration of psychological and pedagogical researches on diagnosing in domestic and foreign pedagogy are presented (K. Ingenkamp, A. Belkin, V. Bondar, O. Bondarchuk, V. Galuzinsky, G. Yelnikova, S. Martynenko, M. Suntsov, Yu. Malovany , S. Sysoeva, V. Urusky, G. Tsekhmistrova, etc.). The classification of methods of diagnosing teachers (according to K. Starchenko) into three groups is given: 1) information-ascertaining (observations, conversations and interviews, questionnaires); 2) assessors (expert assessment, independent characteristics, self-assessment, filling in diagnostic cards); 3) productive (pedagogical analysis of the results of professional activity and testing). Based on the generalization of research by psychologists and teachers, the criteria for assessing the level of formation of competencies of teachers of preschool institutions are presented. Methodical recommendations on the use of diagnosing teachers as the main basis of methodical support of the educational process in preschool education are highlighted.

У статті обґрунтовано давно назрілу необхідність перегляду і урізноманітнення форм взаємодії педагогів з батьками вихованців закладу дошкільної освіти. Представлено ретроспективний аналіз організації співпраці з батьками вихованців дошкільного закладу в історії дошкільної освіти. Цитуванням низки вітчизняних нормативно-правових документів доведена увага держави і суспільства до ролі сім’ї у вихованні власних дітей та необхідності педагогізації батьків вихованців. На основі опрацювання вітчизняних і зарубіжних психолого-педагогічних досліджень підкреслена необхідність удосконалення та урізноманітнення традиційних форм взаємодії з батьками малюків з огляду на зміну інтересів та світобачення молодих батьків покоління Z. На основі результатів, отриманих в ході дослідження серед педагогів ЗДО представлена необхідність використання у взаємодії з батьками вихованців ІКТ та організація роботи щодо підвищення рівня їх ІКТ компетентностей.