Professional interaction of psychologist in conditions of preschool education

Abstract

It is established that in the process of adaptation of a practical psychologist to the conditions
of a particular institution of preschool education, he or she develops a certain system of
relations with the participants of the pedagogical process: administration, teachers, children
and their parents. It is stated that professional relationships will continue to influence the
overall effectiveness of the psychologist’s activity, and therefore require special attention
from him. It is determined that the activity of a practical psychologist is determined by the
framework of the preschool environment and is largely determined by the social, family and
pedagogical system in which the child with special educational needs is actually located.
It is proved that the first steps of the psychologist in the preschool team – the period is
responsible and difficult. The success of his further work with all participants of social and
psychological interaction depends on how the specialist proves himself.