ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR PARTNERSHIP BETWEEN A PRESCHOOL EDUCATIONAL ORGANIZATION AND THE FAMILY IN DEVELOPING CHILDREN’S VALUE-BASED ATTITUDE TOWARDS THEIR SMALL HOMELAND

Abstract

Modern educational challenges highlight the problem of forming children’s value-based attitude towards their small homeland as a foundation for civic identity. Despite the recognition of the family as a key agent in this process, in practice, the interaction between preschool educational organizations (PEOs) and families is often formal, necessitating a scientific search for effective organizational and pedagogical conditions for their partnership. The study employs a set of methods: theoretical analysis of scientific literature, pedagogical modeling, synthesis, and experimental work involving teachers, parents and children. The article presents a structural-functional model of partnership, comprising methodological, value-target, subject-role, content-technological, and diagnostic-criteria components. A complex of organizational and pedagogical conditions ensuring the model’s effectiveness has been identified and scientifically substantiated. Organizational conditions include regulatory, legal, and managerial support, alongside the creation of a resource base. Pedagogical conditions encompass content-related and activity-based aspects (local history projects, quests, creative workshops) and psychological-pedagogical aspects (dialogue, trust, the facilitative position of the teacher) of interaction. It has been experimentally confirmed that the implementation of the model contributes to a significant increase in the level of partnership and the development of preschoolers’ value orientations connected to their native region. The partnership between the PEO and the family in developing children’s value-based attitude towards their small homeland is an integral, systemic process, whose effectiveness is ensured by the integration of organizational and pedagogical conditions. The proposed model serves as both a theoretical construct and a practical tool for practicing teachers, PEO leaders, and institutions of additional professional education.