The characteristics of the psychological readiness of parents for successful interaction with teachers of preschool education

The paper substantiates the relevance of the formation of the psychological readiness of parents for successful interaction with teachers of a preschool educational institution. The role of the psychological readiness of parents to interact with teachers in the paradigm of the development of modern preschool education is described, and its essence and structure are revealed. The readiness of parents to interact with teachers is defined as a specific construct that includes value-motivational, cognitive and communicative components. Based on the identified components of psychological readiness and their characteristics, the author's questionnaire was developed, which made it possible to assess the manifestation of these components. The results of an empirical study of readiness are presented and substantiated. Three levels of psychological readiness of parents to interact with teachers of a preschool educational institution are identified, and groups of parents with level differences in psychological readiness are characterized.