Creating a Psychologically Safe Environment for Interaction between the Teacher and the Parents of Pupils as One of the Conditions for the Formation of a Single Educational Space for the Development of a Preschooler

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Abstract

The article analyzes the degree of public understanding of the role of parents and teachers in the education and upbringing of a preschooler, substantiates the relevance of the problem associated with understanding of this role. The article also considers the structure of psychological safety of interaction of a kindergarten teacher with parents of pupils. The interaction among the participants of the educational process is considered as one of the conditions for the formation of unified educational space for the development of preschool children both in a family and in a kindergarten. The article provides practical recommendations upon the creation of psycho-pedagogical conditions for safe interaction among the participants of pre-school educational process. Specific possibilities of participation of parents in the activities of the kindergarten are considered. The question of self-regulation of the emotional state of teachers, prevention of their emotional burnout and conflict is raised. The proposed recommendations can be used in the professional activities of teachers and teacher-psychologist of a preschool educational institution.

General Information

Keywords: psychological safety, unified educational space, mental health, psychological violence, need, interaction

Journal rubric: Axiological and Personality-Oriented Basis of Cooperation and Interaction of Educational Environment Subjects

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2020170106

For citation: Kazarova E.G. Creating a Psychologically Safe Environment for Interaction between the Teacher and the Parents of Pupils as One of the Conditions for the Formation of a Single Educational Space for the Development of a Preschooler [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2020. Vol. 17, no. 1, pp. 51–58. DOI: 10.17759/bppe.2020170106. (In Russ., аbstr. in Engl.)

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Information About the Authors

Ekaterina G. Kazarova, PhD in Education, Teacher-Psychologist, Inclusive Kindergarten No. 44 “Druzhok”, Dmitrov, Russia, ORCID: https://orcid.org/0000-0003-4157-9779, e-mail: kazarova-11@yandex.ru