PARENT-TEACHER RELATIONS IN RUSSIAN EARLY CHILDHOOD EDUCATION AND CARE

The present paper investigates key issues involved in the process of interaction between the parents of pre-school children and specialists working with these children in Russian nursery education organisations. It is shown that the new Federal Early Education Standard introduced in Russia in 2013 requires both parties to undertake coordinated efforts in order to provide favourable conditions for every child's moral, practical ("labour"), intellectual and ethical development. The results of an empirical study show that parents and early childhood education specialists currently lack a shared understanding of which qualities should be primarily formed in 2-3 year-old children. It is noted that the majority of parents are in need of assistance from education professionals regarding such questions as how to develop a child's ability to self-organize and to independently solve problems that arise both in their individual cognitive and play activities as well as in their interaction with peers. However, the qualification level of such professionals turns out to be insufficient for facilitating, in cooperation with parents, the development of a set of qualities such that children can fully realize their talents and form appropriate cultural communication patterns.