Optimization of cooperation between social work specialists and pedagoges of pre-school educational establishments

A significant condition for optimizing cooperation, professional communication between educators and social workers is the diversification of its forms and methods. The results of pedagogical activity and social work depend to a large extent not only on the professional competence and skill of the employees, but also on their ability to interact in the process of cooperation, in the situation of team work. S. Grechanyuk, S. Kopylova and other scholars propose a number of effective forms of partnership cooperation, among which for the participants of the educational process and social work in the PEI we choose the following: coordination of activities, approval of plans, forms and methods of social work; conclusion of cooperation agreements; holding joint meetings of managers; exchange of information, provision of information upon request; joint visits to the pupils' families; creation of interdisciplinary groups for integrated work; carrying out joint target events, public events, conversations, lectures, polls, sports competitions, competitions, etc.; conducting training seminars, scientific-practical conferences, round tables; development of methodological recommendations, studying and dissemination of positive experience, etc.; creation of the institution partners' council (public, non-profit organization, which unites volunteers of individuals and legal entities interested in implementing social activities); a resource center for social partnership that integrates socialization opportunities of the society; territorial interagency coordination council, which manages the development and implementation of joint social programs, etc. The following forms are useful in this regard: coordination (consultation), discussion board, «brainstorming», reflexive seminar, collective bargaining, groups for case discussions, groups for resolving acute problems, etc.

Particularly, one should say about the possibility of a wider use of crossfunctional interaction in the process of cooperation between teachers of pre-school establishments and specialists in the social work (R. Beyron, D. Greenberg, etc.) - joint activities of specialists of different units, providing their coordination, rapid and complex interaction for the implementation of complex tasks, providing common results. The purpose of such teams is to address issues related to various aspects of social and pedagogical work, the creation of new programs, projects and their improvement, the exchange of ideas in the process of solving the complex social problems of children and their parents. Such teams are extremely effective in situations requiring prompt response to the problem by integrating and coordinating the efforts of specialists of various profiles, comprehensive social and pedagogical work, and achieving common goals. Cross-functional teams are called to increase professional motivation, flexibility and creativity of teachers and social workers, their professional synergy. The mentioned teams intensify cooperation by combining specialists with different levels of professional competence, experience, strengthening of professional competition, deepening in the problem, rapid, operative, non-standard solution, counteracting the formalization of educational process and social work, and increasing the efficiency of the individual specialist and the team as a whole. Attention should be drawn to the ability of the cross-functional teams to combine different views on the same problem, to reconsider the familiar problems in a new way, to stimulate innovation and openness to change, to establish interaction between specialists of different units, to increase the competence of team members, to find modern technologies, etc. (Perhailo, 2018).

The modern strategy of professional training is based on active learning, mastering the content, forms and methods of cooperation and interaction through the introduction of personally-oriented interactive technologies (cooperative, creative, situational, group, game training, etc.) that promote self-actualization and self-realization of future specialists, production initiative, skills of cooperation, ability to solve problems in a non-standard, integrated way, etc.

Another positive aspect of the cooperation of teachers of pre-school establishments and social work specialists is the counteraction to their professional burnout. Due to the synergy of efforts, the search for non-standard ways of solving problems, flexible thinking, readiness and openness to changes, mutual support and mutual enrichment of cooperation participants, the specialists achieve a higher level of professionalism that meet the needs and demands of modern society, retain professional activity for longer.

Conclusions

Thus, the most perfect form of joint activity of various participants in the educational process is the partnership of educators of PEI and specialists in social work aimed at achieving a single goal, mutual benefit, mutual assistance, mutual responsibility, first of all, before a child. One of the ways to improve such cooperation is to introduce conditions for optimizing cooperation of representatives of various spheres of activity.

The high level of professional and communicative competence of teachers and social workers ensures: 1) the formation in preschoolers of «... various forms of language expressions, adequate to the situation and partner environment, provides the child with the realization of the needs of communication, further development and complication of business and cognitive forms of interaction, development of methods and processes of thinking, creativity in language communication» (Piro- zhenko & Soroka, 2018); 2) activation of the socialization of the juveniles; 3) increasing the effectiveness of joint activities on social upbringing and child protection; 4) improvement of the partnership interaction of subjects of social work with parents, the public, etc. Productive educational space in the professional training of future specialists in the pedagogical and social sphere is provided by innovative, integrated, contextual, active training.

At the same time, it seems promising to specify the content, forms and methods of practical implementation of the partnership of the mentioned subjects; creation of integrated programs of activity (local and regional levels); study of the positive experience of cooperation between the PEI staff and social services.

References

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