UDC 373.2:376.36:37.018.1
DOI: https://doi.org/10.59694/ped_sciences.2026.20.077
PARTNERSHIP BETWEEN FAMILY AND PRESCHOOL IN THE FORMATION OF LIFE AND LEARNING COMPETENCIES OF OLDER PRESCHOOLERS WITH SPEECH IMPAIRMENTS
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BEVZIUK Maryna Serhiivna
PhD in
Pedagogy, Associate Professor of the Department of
Pedagogy, psychology, primary, preschool education
and management of educational institutions, Ferenc
Rákóczi II Transcarpathian Hungarian University.
ORCID iD: https://orcid.org/0000-0002-7093-9932
BILAN Valentyna Аndreevna
PhD in
Pedagogy, Associate Professor of the Department of
Pedagogy, psychology, primary, preschool education
and management of educational institutions, Ferenc
Rákóczi II Transcarpathian Hungarian University.
ORCID iD: https://orcid.org/0000-0002-6615-5211
CHERNICHENKO Lіudmуla Anatolyevna
Doctor of Philosophy, Associate Professor of the
Department of Special and Inclusive Education, Pavlo
Тychyna Uman State Pedagogical University.
ORCID iD: https//orcid.org/0000-0001-8455-8869
Abstract:
The article highlights the problem of partnership between families and preschool educational institutions in the process of developing life and learning skills in older preschoolers with speech disorders in the context of modernizing preschool education and introducing a competency-based approach. It reveals the essence of the concepts of «life competence» and «learning competence» in the context of preparing a child for school education and determines the specifics of their formation in children with speech disorders. The importance of coordinated, systematic cooperation between educators, speech therapists, inclusive education specialists, and parents is substantiated to ensure the holistic development of the child, prevent secondary difficulties, and improve their level of social adaptation.
The pedagogical conditions for effective partnership are outlined, in particular, the unity of requirements for the upbringing and development of the child, the active involvement of parents in corrective and developmental work, the creation of a favorable psychological climate for interaction, and the individualization of the educational process. The main directions and forms of joint activities between preschool education institutions and families are defined, aimed at developing communication skills, cognitive activity, motivational readiness to learn, and children’s confidence in their own abilities. It is emphasized that effective partnership creates a unified educational space that ensures continuity between preschool and primary education and contributes to the successful integration of the child into the school environment.
Keywords: partnership, preschool education institution, family, life skills, learning skills, older preschoolers, speech disorders, inclusive education.
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