CONSCIOUS PARENTING IN UKRAINE AND FINLAND

The current state of upbringing is characterised by a blurring of methodological foundations for understanding the spiritual basis of upbringing of a personality, and an exaggeration of the role of the rational component in this process. We can trace the lack of attention to the social nature of upbringing. The process of upbringing is often excessively individualised and isolated by the framework of a particular person, real living conditions, etc. Such an approach complicates social interaction at the level of personal communication and impedes the integrity of educational influences. The formation of conscious parenthood as a basic value of a civilised society can help to achieve this.A pedagogical retrospection on the valuable pedagogical experience of the past is chosen as one of the information blocks. The idea of developing moral feelings, will and responsibility is revealed through the traditions of Ukrainian folk pedagogy, pedagogical analysis of traditional rituals that accompany the stages of human maturation and are preserved in our time.It is important for Ukraine and Finland to realise that the ideal of education is created in the family circle and its basic values are inner spirituality, ethical responsibility, versatile education, open-mindedness, effective desire for the good of the Motherland, honesty, mercy, charity, gentleness, politeness, restraint, courage and patience in the hardships of life.As a promising direction for developing the issue of conscious fatherhood, we see the creation of opportunities for sharing experiences, forming family and community education traditions, sharing experiences of constructive cooperation between teachers and parents with team-building resources in the implementation of an individual child success programme

VALUE RELATIONS OF PARTICIPANTS - CONDITION OF EFFECTIVE PEDAGOGICAL PARTNERSHIP

Accessibility and openness of information and reference bases with spreading of the distal format of training is determined by the main advantage during both stages of the empirical research. The level of satisfaction is higher than in directions: Information formatting, simplicity of algorithmic submission and clear content of tasks with artistic, productive activity.The article makes it clear that parity through equal accessibility contributes to the harmonization of educational goals and objectives for the formation of valuable attitudes of the participants of the educational process is achieved in a constructive dialog. Mobility of educational interaction in the system "Teacher – pupils, parents of the child". The study confirmed that parity presupposes the use of the information offered and available in the network through educational cooperation. It is important to establish a strong consistent connection for detailed discussion of hot topics, avoiding the diversity of the proposed primary sources, personalization of educational experience gained during the distance execution of specific educational tasks due to individual possibilities (knowledge of language, ability to work with different content, etc.). Parity provides stable open access to the necessary educational information, cognitive activity, which is clearly observed during use of distance learning tools. This reveals the possibility of reflexia as an element of the logical structure of parity of educational interaction. Careful attitude to the position, opinions of each participant of the educational process, equality in the right to express a personal vision of one or another element of the educational and methodical complex will help to form valuable attitudes.

From the experience of organizing artistic and productive activities of older preschool children by means of distance education in the conditions of quarantine measures for the spread of COVID-19

The relevance of the article relates to the need for continuing preschool education under quarantine conditions to prevent the spread of COVID-19 by means of distance technologies and preparation of children for STEAM education. Artistic and productive activities are considered to be the resource of STEAM education. The aim of the article is to substantiate educational opportunities of distance education programs for undertaking artistic and productive activities of older preschool children on quarantine. Research methods: theoretical analysis, surveys, generalization of experience, analysis of children’s products, parental feedback. The scientific basis of the study is a set of approaches of different levels. Scientific novelty of the research is two-fold. The possibility of organizing artistic and productive activities of older preschool children by means of remote technologies in terms of preparing parents to interact with educators and organizational, technical, informational assistance to children. The features of the organization of such education in Ukraine under conditions of introducing quarantine measures are revealed. Practical significance is viewed through development and approbation of the content of classes on artistic and productive activities, integrated with the fundamentals of mathematics. There have been developed the questionnaires on digital competence for educators and digital literacy for parents