Cooperation with a family as a part of professional competence of the future teacher of a preschool institution.

Abstract

Abstract. The aim of the article is to analyze the competence approach to training future teachers of preschool institutions. The approach of J.Raven to the interpretation of professional competence of preschool teachers in conditions of pedagogical cooperation with parents of young and preschool children is analyzed. The essential feature of the competence, according to J. Raven, is the ability to display itself in organic identity with person's values that is in conditions of high personal concern about professional activity. The types of professional competence that provide effective cooperation with parents, including knowledge in pedagogical strategies, skills to organize educational process and adapt it to the needs of a child and a family are considered. Results. The key factors and indicators of family education that affect the formation of professional competence of future teachers are defined. The peculiarities of relations between teachers and parents of preschool children that seekers of education must take into consideration during teaching practice are outlined. The professional competence is considered as a phenomenon that consists of interconnected and independent of each other components that determine effective professional behavior. The development of seekers' ability to organize partners interaction with a family, considering individual peculiarities of family education, providing pedagogical support for parents and formation of trusting and constructive communication are highlighted. Special attention is paid to value-and-motivation components of professional competence . It is underlined that motivation activity , personal concern, responsibility and readiness to self-development are the basis of effective interaction with a family. Conclusions. Professional competence of a preschool teacher is a complex category that includes knowledge, skills, value-and-motivation components and readiness to cooperation with a family. Effective interaction with parents provides harmonious development of a child, increases the quality of preschool education and creates the high level of professional self- awareness of preschool teachers. Principles of organizing pedagogical assistance and interaction with children's parents that have practical importance for training a proficient and socially responsible specialist are singled out.