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The article explores the conceptual foundations of partnership pedagogy and substantiates the importance of teacher interaction with the family of a junior student. It is determined that for modern society the orientation of the teacher's partnership is fundamentally important, because the process of interaction with the family is active and successful, provided that parents have a deep interest in raising a child, if they are partners. The subject-subject interaction "student-teacher-parent" involves the family in the educational process, through cooperation with the school. The teacher should be a friend to the child, a mentor and companion to the parents. It is characterized that the content of partnership pedagogy is a democratic and humane attitude to the child, providing him with the right to choose, to his own dignity, to respect, the right to be as he is, and not as the teacher wants to see him. Partnerships are formed where children and adults share common views and aspirations. Partnerships are formed where children and adults share common views and aspirations. The main task of partnership pedagogy is to overcome the inertia of thinking, the transition to a qualitatively new level of building relationships between participants in the educational process. This task is realized in the joint activities of teachers and students, teachers and parents, which involves mutual understanding, unity of interests and aspirations for the personal development of students. The framework conditions are summarized, which include six main types of parental activities that unite the family, school, and community in a partnership, including: parenting; communication; volunteering; home study; decision making; cooperation with the community. The principles of pedagogy of partnership according to the NUS Concept are determined: respect for the individual; friendliness and positive attitude; trust in relationships; dialogue – interaction – mutual respect; distributed leadership (proactivity, the right to choose and responsibility for it, the horizontality of connections); principles of social partnership (equality of the parties, voluntary commitment, mandatory implementation of agreements). It has been found that partnership pedagogy defines a truly democratic way of cooperation between teacher, child and family, which does not reject differences in their life experience, knowledge, but provides unconditional equality in the right to respect, trust, friendliness and mutual demands. ; У статті досліджено концептуальні засади педагогіки партнерства та обґрунтовано важливість взаємодії учителя із сім'єю молодшого школяра. Визначено, що для сучасного суспільства принципово важлива орієнтація партнерської діяльності вчителя, адже процес взаємодії із сім'єю є активним та успішним за умови, якщо батьки відчувають глибоку зацікавленість у вихованні дитини, якщо вони – партнери. З'ясовано, що педагогіка партнерства визначає істинно демократичний спосіб співпраці педагога, дитини та родини, який не відкидає різниці в їхньому життєвому досвіді, знаннях, але передбачає безумовну рівність у праві на повагу, довіру, доброзичливе ставлення і взаємну вимогливість.

The article explores the conceptual foundations of partnership pedagogy and substantiates the importance of teacher interaction with the family of a junior student. It is determined that for modern society the orientation of the teacher's partnership is fundamentally important, because the process of interaction with the family is active and successful, provided that parents have a deep interest in raising a child, if they are partners. The subject-subject interaction "student-teacher-parent" involves the family in the educational process, through cooperation with the school. The teacher should be a friend to the child, a mentor and companion to the parents. It is characterized that the content of partnership pedagogy is a democratic and humane attitude to the child, providing him with the right to choose, to his own dignity, to respect, the right to be as he is, and not as the teacher wants to see him. Partnerships are formed where children and adults share common views and aspirations. Partnerships are formed where children and adults share common views and aspirations. The main task of partnership pedagogy is to overcome the inertia of thinking, the transition to a qualitatively new level of building relationships between participants in the educational process. This task is realized in the joint activities of teachers and students, teachers and parents, which involves mutual understanding, unity of interests and aspirations for the personal development of students. The framework conditions are summarized, which include six main types of parental activities that unite the family, school, and community in a partnership, including: parenting; communication; volunteering; home study; decision making; cooperation with the community. The principles of pedagogy of partnership according to the NUS Concept are determined: respect for the individual; friendliness and positive attitude; trust in relationships; dialogue – interaction – mutual respect; distributed leadership (proactivity, the right to choose and responsibility for it, the horizontality of connections); principles of social partnership (equality of the parties, voluntary commitment, mandatory implementation of agreements). It has been found that partnership pedagogy defines a truly democratic way of cooperation between teacher, child and family, which does not reject differences in their life experience, knowledge, but provides unconditional equality in the right to respect, trust, friendliness and mutual demands. ; У статті досліджено концептуальні засади педагогіки партнерства та обґрунтовано важливість взаємодії учителя із сім'єю молодшого школяра. Визначено, що для сучасного суспільства принципово важлива орієнтація партнерської діяльності вчителя, адже процес взаємодії із сім'єю є активним та успішним за умови, якщо батьки відчувають глибоку зацікавленість у вихованні дитини, якщо вони – партнери. З'ясовано, що педагогіка партнерства визначає істинно демократичний спосіб співпраці педагога, дитини та родини, який не відкидає різниці в їхньому життєвому досвіді, знаннях, але передбачає безумовну рівність у праві на повагу, довіру, доброзичливе ставлення і взаємну вимогливість.