Contents, Forms and Methods of Formation of Future Preschool Teachers’ Readiness for Pedagogical Interaction with Internally Displaced Children

У статті проаналізовано зміст формування готовності майбутніх вихователів закладів дошкільної освіти до педагогічної взаємодії з внутрішньо переміщеними дітьми та їхніми батьками; окрім цього висвітлено основні форми та методи формування означеної готовності; визначено ключові принципи партнерської взаємодії вихователь – дитина – батьки (опікуни); розкрито процес підготовки майбутніх вихователів у закладі вищої освіти під час опанування навчальними предметами загального та професійного циклу.The situation of development of society and education system in modern conditions of forced internal movement of a significant number of the population of Ukraine requires improvement and dissemination of pedagogical interaction of leading educational systems – families and education institutions. The need to change the educational practice in work with children from ID families, providing pedagogical assistance to parents in adapting to new living conditions, requires high quality professional activities of teachers. Therefore, pedagogical interaction is an important component of training future preschool teachers to work with children and their parents. It is based on active cooperation, without which the process of formation and development of the personality is impossible. The purpose of the article is to analyze and determine the content, forms and methods of forming future preschool teachers’ readiness for pedagogical interaction with internally displaced children and their parents. The effectiveness of this interaction lies in the understanding of the problems of internally displaced families and the prospects for their adaptation in the new territory. Therefore, the future educator should focus on the content of pedagogical interaction with the families of ID children, which is aimed at studying the current situation of the family; identification of potential educational opportunities of the family and the influence of external factors on it; social support for preschoolers and their parents; social and psychological diagnostics; to restore the lost and form new forms of interaction between family members and children with peers, adults. The method of multi-role structure of the family team was progressive in working with the families of ID children; diagnostic methods (interview, observation, expert evaluation, study of documents, questionnaires); needs assessment method; methods of mediation of the educator between the IDP family and various institutions. Classes, trainings, family clubs of interest, creation of photo albums, publication of a photo newspaper, thematic exhibitions of books for children’s reading and children’s own works, nature trips were powerful forms of pedagogical interaction between the preschool teacher and the preschooler’s family. Thus, the formation of the readiness of future teachers of preschool education institutions to work with the families of ID children requires their mastery of knowledge of socio-domestic, socio-medical, socio-pedagogical, socio-psychological and, in fact, educational work. The leading place in the formation of the readiness of the future preschool teacher is occupied by mastering the diagnostic and educational methods, forms and means, as well as ways to establish partnerships with parents, guardians and other professionals who work with this category of children