Keyword: «partnership»

This article discusses the experience of working with parents of disabled children in the regional center for distance education of disabled children in the Altai Territory.

The article is devoted to the emergence and development of corporate (entrepreneurial) associations in foreign legal systems. The authors analyze Anglo-Saxon and continental law and its role in the formation of Russian legislation in the field of various types of associations.

The article, based on many years of practical experience in teaching in preschool institutions, including MBDOU “Kindergarten No. 99 of Combined Type” in Kazan, explores the socio-psychological barriers that arise in the interaction between parents and teachers of preschool educational organizations. The theoretical foundations of the concept of barriers are revealed, an expanded typology is provided, and the current causes of their occurrence and consequences for the educational process are analyzed. Special attention is paid to the requirements of the updated standards – FSES DO (ed. 2022) and FOP DO (2023), where the importance of family and teacher partnership is emphasized. Based on practice, specific ways of overcoming barriers are proposed, including active involvement of parents, and recommendations for teachers, heads of preschool institutions and parents.

The article examines the phenomenon of parental expectations, which acts as a system-forming factor in the complex system of interaction between the family and the educational organization. In addition, the article analyzes the essential characteristics of this phenomenon, its structural components, and typological features. Special attention is paid to the determinants that shape the expectations of parents, as well as the mechanisms of their influence on the effectiveness of professional communication with teachers. The paper shows that the mismatch between the expectations of the participants in the educational process has a high conflict-generating potential, acting as a trigger for destructive relationships and a negative environment in the educational space. In this regard, the article substantiates pedagogical strategies and technologies for managing parental expectations, which allow for building effective partnerships in a modern polyvariate educational environment.