Organizational and Pedagogical Conditions of Preschool Educational Institution and Family Partnership in the Republic of Poland

Abstract

The theoretical ideas are systematized and the experience of partnership of the preschool institution and the family in bringing up children in the Republic of Poland is generalized. On the basis of normative and legal documents the priority of partnership interaction between preschool institutions and the family in the concept of the modern national educational policy of the Republic of Poland was argued. The methodological principles of partnership as a kind of interrelations between teachers and parents are substantiated, which consists of the common purpose and actions, equality of rights and responsibilities to children, their education and personal formation. The components of the partnership (intellectual, emotional, volitional, behavioral, valuable), principles of its realization (mutual trust, recognition of rights and competence, positive motivation, loyalty, commonality of actions, information exchange, activity) are characterized. The technique of effective communication and understanding between educational partners is presented; the purpose and content of the partnership of modern preschool institutions and family in the Republic of Poland are specified (parents' integration in the pedagogical process for the child's support). The organizational forms of interaction between teachers and parents are classified on the basis of different criteria; there is systematized the competence of teachers and the resource of parents as partners in the upbringing of the child. The prospects of creative use of Polish experience in the theory and practice of preschool education in Ukraine are outlined.

Formation of the Primary School Teachers’ Information Competency in Postgraduate Education

“…Thus, some key parameters are identified to ensure the competitiveness of any country: a high level of the national education systems development; the availability of high-quality educational and research infrastructure; the development of strategic partnership; mobility development, etc. (Colognesi et al, 2020;Aguilar et al, 2019;Tymchuk et al, 2019).…”

“…The world experience shows that those countries, especially the United States, Japan, France, Germany, Spain, Poland, which had made the training of their education workers the number one task, achieved the greatest success in defense, economic, social and political, legal, and cultural spheres (Bondar et al, 2020;Fejdl et al, 2015;Ovcharuk, 2020;Tymchuk et al, 2019;Sanchez Rodriguez et al, 2018;Colognesi et al, 2020).…”

“…One group of researchers emphasizes personal characteristics; the other emphasizes the priority of knowledge and skills that can be broadly transferred. Nevertheless, their definitions meet the main criteria formulated by international experts: 1) key competencies contribute to high-level results, including the social level on the way towards a successful life and a developed society; 2) key competencies are appropriate tools for important, complex needs and challenges in a broad context; 3) key competencies are important for the individual (Tymchuk et al, 2019;Varetska et al, 2019). Therefore, modern researches on professional competency can be represented by a wide range of interpretations of the essence and structure of this concept (Aguilar et al, 2019;Sánchez-Sordo, 2019;Bakholskaya et al, 2019;Bashmanivska et al, 2020):…”

“…One of the main priorities of Western educational reforms is the professional competence of teachers with leading information competence. And the principal directions in many countries are the preparation of teachers for educational reforms; the consolidation of organizational structures in the field of advanced training and the implementation of the postgraduate education national systems; the improvement of the quality of professional development and teacher training; the encouragement of pedagogical skills development; focus on joint actions in the field of teachers' advanced training (Bashmanivska et al,, 2020;Colognesi et al, 2020;Pehoiu, 2019;Tymchuk et al, 2019).…”