Cooperation with Parents in Early Childhood Education in Germany: Experience for Ukraine
Abstract
The relevance of the study is conditioned by the need to modernize Ukrainian early childhood education in accordance with European standards, where cooperation with parents is a key development trend. The purpose of the article is to reveal the practical features of cooperation with parents in preschool institutions of the Federal Republic of Germany and to determine the prospects for adapting this experience in Ukraine. The research methodology includes comparative-pedagogical analysis, systematization and generalization of German educational practices of 2014-2024, analysis of regulatory documents and empirical data.
The article reveals the evolution of the German model of partnership education, which is based on the principles of mutual recognition of the competence of parents and teachers, digital transparency of communication and an individual approach to each family. The system of interaction with families through the prism of modern digital technologies is analyzed: 78% of German preschool institutions use mobile applications for communication, electronic portfolios of children's development and systematized observations of teachers.
Forms of direct interaction with families are studied: structured individual consultations (6-8 meetings per year), thematic educational programs for parents, institutional participation through parent councils (96% of institutions), volunteer involvement of families (15-20 hours per year per family). The features of administrative support of partnership and the high level of openness of German preschool institutions (89% allow free visits) are revealed.
The scientific novelty lies in the systematic analysis of modern German practices of cooperation with parents based on factual data of the last decade and substantiation of ways of their adaptation to Ukrainian realities. The research results demonstrate the effectiveness of the German model of partnership interaction, confirmed by the studies of J. Hattie. The practical significance of the work lies in developing recommendations for implementing a partnership model of cooperation in Ukrainian early childhood education institutions through organizational, technological and regulatory changes.
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