Abstract:

In order to initiate a successful pedagogical education focused on the needs of parents, it is necessary not only to use more diverse, non-traditional forms, but also to create educational conditions favourable to parental education, characterized by reflection, motivation, context, self-regulation and self-control, cooperation and partnership. The educational environment is influenced by the educator, in this case the pre-school teacher. The primary competence model for teachers in pre-school education consists of the following aspects: pedagogical literacy, activity prediction and planning competence, organization of the educational process, pedagogical communication and active participation in the change of pre-school education system. One of the most important skills of teachers is communication and cooperation with parents. The most important factors in the cooperation between teachers and parents in a pre-school institution are the constructivity of interaction and the equivalence of interaction participants.

The aim of the study is to analyse educational conditions enabling parental pedagogical education.

The research sample is non-probabilistic convenience sampling. In order to reveal the educational conditions enabling parental pedagogical education, a study was conducted on the experiences of parents of children attending pre-school educational institutions. There were 21 participants in the study who agreed to take part. The exactly defined sample was not foreseen, data were collected until they began to repeat and a decrease in their informativity became apparent.

Methodology. Before conducting empirical research, scientific pedagogical, psychological, philosophical research methodological literature was analysed. The analysis of education documents, meta-analysis were applied. A qualitative research strategy is chosen to achieve the aim of the study. The data were collected using the structured oral interview method.

The results of the empirical study revealed that the educational conditions enabling parental pedagogical education in pre-school educational institutions are the cooperation between teachers and parents, the improvement of material conditions and parental interaction, the ability of teachers to apply various forms of pedagogical education and provide parental pedagogical assistance. One of the essential factors determining a favourable educational environment for parental education is the professional and personal skills of teachers to apply the most appropriate forms of communication and cooperation with parents in a particular situation, their pedagogical literacy, the competence in organizing the educational process, factual knowledge and the ability to know the pupils, the ability to organize the educational process well, activities both within and outside the institution. Parents attach great importance to the capacity of pedagogues to facilitate the adaptation of the child in the educational institution. Not only professional skills are emphasized, but also personal qualities relevant to the profession of the teacher are of great importance. The area of parental education that requires improvement is the communication and cooperation between teachers and parents. Communication between parents is initiated by the pedagogues or by the parents themselves. Pedagogues communicate with parents on pedagogical and psychological issues and material assistance provision to children.

Keywords:

Parental pedagogical education, enabling educational conditions, pre-school education institution.