| Annotation |
The article reveals the ways of organizing and content of professional cooperation of teachers in solving the problems of developing the independence of children of senior preschool age in the context of preschool education. The task of developing the independence of preschool children is determined by the Federal State Educational Standard for Preschool Education. Studying the theoretical foundations of the development of independence of preschool children allows us to identify a number of conditions, the fulfillment of which will contribute to the development of independence of children in different types of children’s activities. At the same time, the practice of preschool education shows that the teacher does not always successfully solve the problems of developing the independence of preschool children. This may be due to both the teacher’s lack of knowledge about the nature of children’s independence and the conditions for its development, and insufficient knowledge of pedagogical interactions with children that contribute to the support and development of independence of preschool children. One of the possible ways to increase the professional competence of teachers in solving the problems of developing children’s independence is professional cooperation with colleagues who successfully solve these problems. The article reveals the features of network interaction as a modern technology that allows teachers not only to generalize and position their pedagogical experience related to solving the problems of developing independence of preschool children, but also to develop dynamically. In the framework of network interaction, teachers can share relevant pedagogical experience related to the organization of such a condition for the development of independence as a supporting position in the interaction of a teacher with children.
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| References |
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