The communicative development of preschoolers in the context of pedagogical interaction

The article substantiates the importance of the organization of pedagogical interaction of teachers of preschool educational institutions and parents of pupils to ensure the communicative development of preschool children. Its relevance for children with disabilities is separately emphasized. A number of reasons for the ineffective communicative development of children related to the inadequacy of family education and insufficient pedagogical competence of parents are given. Empirical data obtained by testing and questioning preschool educators and parents of pupils are presented. They diagnosed the type of family education, family climate, pedagogical competence of parents, the communicative culture of parents, family lifestyle. Based on their analysis and interpretation, the indicative directions of interaction between preschool educational institutions and families of pupils are determined, aimed at ensuring effective communicative development of children.