Features of educator – child relations in kindergarden groups
Published: 30 December 2021
Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky , Volume 2021, pp 32-37; https://doi.org/10.24195/2617-6688-2021-4-4
Abstract: Many people think that to make relationships with their children and to develop positive qualities are just in the responsibility of parents. Only a mother can better understand her child and embrace him / her with warmth and caress. In some cases, due to unfavourable family conditions, the most important and beloved person for a child is not the parent, but the caregiver. It is the naturalist who meets the needs of the child, takes care of him / her and, which is most important, loves him / her. The purpose of the researchis is to study features of educatior-child relations in the kindergardens. For more than a century, children around the world have been growing up in social institutions. The experience in this field is expanding. Parents are not the only ones involved in the mental development of children raised in these institutions, teachers (educators) are also actively involved into this process. T. A. Makova, L. Q. Yemelyanova, L. V. Zagik and Y. G. Makova approach to the problem in the viewpoint of the principle of unity in the upbringing of the child. As they have lived together for a long time with their parents, the interaction with educators also covers child’s mental development. It acts as an influential factor as well. Children’s family education and public pre-school education require a common goal and purpose. At the end of the pre-school age, children's mental abilities are characterised by the fact that they are more interested in meeting their needs in activities with the elderly and peers, at the same time accepting themselves as individuals. In fact, it occupies a prominent place in their motives. During this period, the main focus of the child's activities is on self-affirmation in dealing with people. The practice of handling objects continues to improve at a later age but it may not be a priority for the child because he / she already recognises things and events that are of special importance for his / her life. By being aware of their signs and characteristics, they become familiar with many automated systems of action.
Keywords: children / Makova / kindergarden / parents / pre school / mental development / child relations
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