Abstract:

Modern parents are skilled, educated, perfectly mastering information and communication technologies, developed not only great self-confidence, but also environmental tolerance. Among other things, they are representatives of consumer society, but they are also characterized by social responsibility, attention to global social problems, individual rights. Modern parents face the challenges of parenting as a result of the great social and economic changes that the world is experiencing, as the patterns of raising children in the family, based on which they were raised, disappear and the diversity of patterns of creating a family spreads. Although parents receive a lot of information and services related to the fulfilment of parental functions, this often creates a sense of uncertainty, confusion in the combination of parental social and child-education roles.

The aim of the study is to analyse the relationship between the personal qualities of parents and the lack of pedagogical preparation to educate their children.
Convenience non-probability sampling was used in the research. In order to reveal the role of the teacher in organizing pedagogical education of parents in the preschool education institution, a study of the experiences of teachers in preschool education institutions was conducted. The study involved 30 informants who agreed to participate in the research. Data were collected until they began to recur and a decline in their informativeness became apparent.

Methodology:
Prior to the empirical research, scientific and methodological literature was analysed and the analysis and meta-analysis of documents on education were performed. A qualitative research strategy was chosen to implement the research aim. Data were collected through structured oral interviews. Qualitative analysis of the content of the interviews of preschool teachers was performed on the basis of distinguishing the most appropriate semantic units from the text and their coding. The text was examined sequentially, inductively distinguishing semantic units, formulating them into subcategories, and later grouping them into categories.

The results of the empirical study highlighted the peculiarities of modern parents’ personality and world perception, relationship with the environment, children’s upbringing, communication with educational institutions and teachers. Analysis of teacher experience in preschool education in working with modern parents distinguishes the positive and negative personal qualities of modern parents, which directly affect the relationship with children, educational institution and pedagogues and helps to highlight the situation of pedagogical unpreparedness. The expectations of modern parents in relation to the pre-school institution are identified.

Most parents lack pedagogical preparation: they lack pedagogical knowledge about children with special educational needs, psychology of child development, and the purpose of pre-school education: the system for evaluating the progress of the child, the educational objectives and abilities of teachers. Some parents have the necessary knowledge, but are often unable to apply it in practice; parents often tend to transfer responsibility for education to pre-school teachers.

Keywords:

Modern parents, personal qualities of parents, pedagogical preparation, education of children.