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Social and pedagogical partnership of kindergarten and family as a condition for positive socialization of young children

Annotation

The urgency of the issue of positive socialization of young children is due to the growing scientific interest in the processes of sociogenesis in early and preschool childhood, the child’s mastery of social experience in a constantly changing socio-cultural situation. The family as the first agent of the child’s socialization experienced the negative influence of factors of the modern socio-cultural environment; itself needs pedagogical assistance and support to perform the function of social education of the child, the formation of age-appropriate social behavior skills. The purpose of the study: based on an analytical review of scientific sources, to identify the primary mechanisms of socialization of a child at an early age, to develop a model of pedagogical support for positive socialization of young children in the conditions of social and pedagogical partnership of kindergarten and family, to test its effectiveness during a pedagogical experiment. The approbation of the model of pedagogical support for positive socialization of young children in the conditions of socio-pedagogical partnership of kindergarten and family with the inclusion of parents in the educational process contributes to the successful passage of children through all stages of social adaptation, including reducing the timing of each stage, and the formation of expected forms of social behavior in children during the adaptation period. The material of the research can be useful for further applied research in the field of pedagogical support for the formation of age-appropriate mechanisms of positive socialization in children in early childhood in the conditions of public education and education.

Keywords

early childhood; positive socialization; social and pedagogical partnership; pedagogical support; model

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DOI

10.20310/1810-231X-2021-20-4(50)-73-83

UDC

373.24+37.035

Pages

73-83

References

1. Ganicheva A.N., Zvereva O.L. Semeynaya pedagogika i domashnee vospitanie detey rannego i doshkol'-nogo vozrasta [Family Pedagogy and Home Education of Children of Early and Preschool Age]. Moscow, Yurayt Publ., 2020, 291 p. (In Russian). 2. Ermolova T.V., Kiryushkina M.S. Svyaz' sotsiotsentrirovannogo povedeniya detey rannego vozrasta s osobennostyami ikh adaptatsii k detskomu sadu [Link between socio-centered child’s behavior and his/her capacity to adapt in preschool educational establishment]. Pedagogicheskoe obrazovanie v Rossii – Pedagogical Education in Russia, 2013, no. 3, pp. 41-45. (In Russian). 3. Karpova S.I., Deshkovich T.V. Programma pedagogicheskogo soprovozhdeniya sotsial'noy adaptatsii detey rannego vozrasta v gruppe kratkovremennogo prebyvaniya [The program of pedagogical support of social adaptation of young children in the group of short-term stay]. Doshkol'nik. Metodika i praktika vospitaniya i obucheniya – Preschooler. Methodology and Practice of Education and Training, 2020, no. 6, pp. 26-35. (In Russian). 4. Smirnova E.O., Galiguzova L.N., Ermolova T.V., Meshcheryakova S.Yu. Diagnostika psikhicheskogo razvitiya rebenka ot rozhdeniya do 3 let [Diagnosis of Mental Development of a Child from Birth to 3 Years]. St. Petersburg, Detstvo-Press Publ., 2005, 144 p. (In Russian). 5. Koroleva S.V. Realizatsiya proekta protsessa sotsial'noy adaptatsii detey rannego vozrasta v doshkol'nom obrazovatel'nom uchrezhdenii [Implementation of the project of the process of social adaptation of young children in a preschool educational institution]. Izvestiya RAO – RAE Bulletin, 2010, no. 2, pp. 117-124. (In Russian). 6. Veraksy N.E., Komarova T.S., Dorofeeva E.M., eds. Ot rozhdeniya do shkoly. Innovatsionnaya programma doshkol'nogo obrazovaniya [From Birth to School. Innovative Preschool Education Program]. Moscow, Mozaika-Sintez Publ., 2019, 336 p. (In Russian).

Received

2021-09-28

Section of issue

Kindergarten, school, higher education institution

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