Involving Parents in the Educational Process of Preschool Education Organizations

Abstract

This article examines the theoretical foundations and traditional forms of involving parents in the educational process of preschool education organizations. The involvement of parents in the preschool education process is referred to as the “internal openness of the kindergarten,” whereas the kindergarten’s interaction with social institutions, under the influence of the macrosocium, is interpreted as the “external openness of the kindergarten.” Based on a conceptual and comparative analysis of the pedagogical, psychological, and normative literature, the study identifies five traditional forms through which parents are drawn into joint educational activity with their children — frontal, intra-group, individual, direct, and visual-informational — and clarifies the structural components of teachers’ readiness (motivational, cognitive, and activity-related) to involve parents in this process. The findings indicate that effective parental involvement depends not only on the form of interaction applied but also on the deliberate development of teachers’ professional readiness through targeted methodological work.