THE FEATURES OF THE INTERACTION BETWEEN THE KINDERGARTEN AND THE FAMILY AT THE MODERN STAGE
Abstract
The preschooler’s development is carried out mainly in two educational institutions – in the family and institutions of different forms of public preschool education. Significant characteristics are due to the following objective facts: the possible parents’ lack of time and absence of their special education. They should also be considered in the development of the material. In addition, the means for changing the value attitude of the kindergarten staff to the family are necessary. Representatives of both social institutions have operated separately too long, so one hardly can count on the mutual understanding at the early stages of cooperation.
About the Authors
L. E. Kazikhanova
Dagestan State Pedagogical University
Russian Federation
senior lecturer, the chair of Pedagogical Technologies and Methods, the faculty of Preschool Education, DSPU;
Russian Federation
senior lecturer, the chair of Pedagogical Technologies and Methods, the faculty of Preschool Education, DSPU;
N. I. Azizova
Dagestan State Pedagogical University (Derbent branch)
Russian Federation
Candidate of Pedagogy, assistant professor, the dean of the faculty of Pedagogy and Psychology, DSPU (Derbent branch)
Russian Federation
Candidate of Pedagogy, assistant professor, the dean of the faculty of Pedagogy and Psychology, DSPU (Derbent branch)
D. I. Gasanova
Dagestan State Pedagogical University
Russian Federation
Candidate of Pedagogy, assistant professor, the head of the chair of Pedagogical Technologies and Methods, the faculty of Preschool Education, DSPU;
Russian Federation
Candidate of Pedagogy, assistant professor, the head of the chair of Pedagogical Technologies and Methods, the faculty of Preschool Education, DSPU;
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Review
For citations:
Kazikhanova L.E., Azizova N.I., Gasanova D.I. THE FEATURES OF THE INTERACTION BETWEEN THE KINDERGARTEN AND THE FAMILY AT THE MODERN STAGE. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2015;(4):41-47. (In Russ.)
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