Keyword: «conditions for implementing the model»

The relevance of the problem of effective interaction between participants in educational relations in a modern preschool educational organization is beyond doubt. This thesis can be confirmed by scientific and methodological publications of domestic and foreign authors who agree on the need for the active inclusion of parents in the educational process. This issue is exacerbated by the fact that modern parents choose the position of passive observers who evaluate the success of their children with likes through the prism of the digital window of a social network or leave angry posts addressed to teachers. In this regard, the pedagogical community is faced with the task of developing a model of technology for interaction between participants in educational relations in a digital educational environment to involve parents in activities. It was this problem that became the goal of our research described in this article. The research method was a Google survey of parents of children aged 5–7 years, since it is in this age category that project activities are already implemented, pupils take part in various competitions, acquire first digital literacy skills, and therefore there is a high need for interaction between preschool educational institutions and families. The survey involved 208 respondents whose children attend “Kindergarten No. 73” and “Kindergarten No. 183” in the city of Magnitogorsk. Experimental data confirmed the hypothesis about the low social activity of parents in the educational process, since 84.1% of respondents are satisfied with the interaction through the social network Vkontakte, and 57% are ready for active cooperation in remote content, including on the issue of solving educational and pedagogical problems, for example, the creation and implementation of children's projects under the mentorship of a teacher. Based on the analysis of literature devoted to this problem, the results of a Google survey of parents, information and communication opportunities for access to digital resources and services, including those provided by the legislation of the Russian Federation, a model of technology for interaction between participants in educational relations in a digital educational environment was developed. It is presented in this text. The theoretical significance of the study allows us to detail the interaction between teachers and parents through innovative technologies (social network VK, online communication in webinar format, applied activities on the MIRO interactive on-line board, obtaining knowledge on digital literacy and their application in productive activities). Practical significance lies in implementation of theoretical principles in practice, adapting them to the conditions of the kindergarten and the needs of parents and pupils.