Features of interaction of tutors of preschool educational institutions with parents of preschool children

The articleis a part of the empirical research of the change of the professional position of the tutor of a preschool educational institution at differentstages of pedagogical career. In the article specifics of interaction of tutors with parents of preschool children is considered: the content,intensity and initiative of communication, and the difficulties arising in the course of making the contact. Special attention during theanalysis is paid to the influence of social and stratification factors on interaction of tutors with parents (pedagogical experience; leveland education type; age of children in the group the teacher works in). The analysis revealed that the majority of teachers (73.2 %)discuss the successes of children and their positive features with parents. 9.2% of tutors discuss children's problems and negative traitsof character. The social and stratification analysis showed that higher social and professional level of the tutor (pedagogical experienceand pedagogical education), focuses the teacher on special attention to successes and full development of the child. The process ofadaptation of the child to kindergarten is most often discussed in preparatory groups (38.3 %) which, most likely, is connected with theincrease in coverage of children of this age group by the system of preschool education. As a whole, the analysis of the results showsthat upon the child's growth the attention of tutors to the process of adaptation of children to kindergarten, their mental and physicalhealth and successes rises essentially, for the process of growing is accompanied by complication of relations with contemporaries andadults. The initiative and intensity of communication depends on the pedagogical experience of tutors. The more the experience of thetutor is, the wider the range of topics for discussion with parents is, giving children pedagogical support and considering all aspects oftheir development: successes, skill to communicate, mental and physical health. Respectively, tutors with small experience cannot fullycharacterize the development of children and, consequently, are limited to discussion of children's behavior and appetite with parents.The difficulties arising in the course of making the contact are considered. The majority of tutors noted that difficulties arise in casewhen parents seldom appear in kindergarten, avoid contacts. The second problem is parents who often complain and demand privilegesfor their children. The third problem is the importunate parents demanding special attention to their children.

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