REFLECTION IN THE CONTEXT OF TRAINING OF FUTURE TEACHERS FOR PARTNERSHIP INTERACTION WITH PARENTS OF EARLY AGE CHILDREN

Abstract

The article provides justification for the relevance of developing reflection in future teachers of preschool education establishments. It is highlighted that reflection becomes the key mechanism in subject-subject interaction, that is based on trust, mutual respect and responsibility for the upbringing of an early age child. Characteristic features of reflection in the process of interaction between teachers and parents of early age children were revealed. According to the stated aim, the research of the definition ‘reflection’ was conducted. It was made in the context of educational activity, defined by modern national scientists. Its essence, kinds and functions were clarified. The article outlines the ways of development of reflection in future teachers in the process of professional training in higher educational establishments. It was noted that organization of reflexive space in higher educational establishments requires selection of forms and methodological tools which activate the process of self-awareness, self-observation and assessment of the effectiveness of personal communication with parents of preschoolers. It was proved that during the process of development of reflection in students effective was the use of individual forms of reflection development (reflexive diary of pedagogical interaction, self-analyses of the situation, writing of reflexive essays, ‘professional map of reflection’); group forms of reflexive activities (trainings, reflexive circle, pedagogical cases, debating clubs); interactive and digital forms of reflection (Padlet, Mentimeter, video reflection, teacher’s e-portfolio). Among methodological tools of the development of reflection in future teachers the most effective were: method ‘mirror’, ‘emotional barometer of partnership’, ‘diary of teachers’ discoveries’, ‘circle of trust’. It was studied out that reflexive activities allow students to realize personal professional values, develop communicative flexibility, responsibility and ability to lead the dialogue, which are the basis of humanistic model of interaction ‘teacher-child-family’. The perspectives of further scientific work are seen in the creation of training system for the development of reflection in specialists of preschool education.