Organization of Educational Interaction With Children of Early Age: Current Practice Problems

Abstract

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.