Introduction. The article is devoted to the problem of interaction between teachers of preschool educational organizations and the parent community on issues of teaching the native language to preschool children in the national republic. The absence of a speech environment in the family is the main reason for children not speaking their native language. The purpose of the study is to develop methodological recommendations for organizing psychological and pedagogical support for parents and increasing their competence in matters of teaching the native language in the family.

Materials and methods. The study used methods of conversation with parents, teachers, students, observation of the process of communication between parents and children in the family circle, the activities of teachers of the Buryat language and educators, generalization of the author's experience as a teacher of the Buryat language at different levels of education, a survey of teachers of the Buryat language and parents, and an analysis of scientific works on the research problem.

Results. The characteristics of families by level of proficiency in their native language are described, taking into account which specific methodological recommendations for parents to study their native language in the family have been developed. A phrasebook with tasks for studying the native language in the family has been developed.

Discussion. Teachers and parents express their opinion on the necessity and timeliness of developing methodological recommendations for studying the native language in the family. The monitoring showed that, despite the fact that the published methodological recommendations are distributed among educational organizations of the republic, a small number of teachers use it in working with parents. For the effectiveness of organizing the interaction of teachers with parents, monitoring the results of studying the Buryat language in the family, there is a need to develop a digital version of the developed manual.

Conclusion. The success of children preschool age in mastering their native language and using it as a means of communication in everyday life is the merit of their parents. This is especially important given that children can receive preschool education both in a preschool educational organization and outside it - in the family. This requires the organization of educational and advisory assistance to parents. For the effective implementation of methodological recommendations, systematic work of the teacher and parents, adherence to the algorithm of actions, monitoring and analysis of the results is assumed.

The process of teaching the Buryat language to preschool children will be effective if parents take an active part in it;

It is assumed that the development of methodological recommendations will help teachers successfully interact with parents on issues of teaching the Buryat language in the family;

Studying the types of families by levels of proficiency in the Buryat language provides an opportunity to select the necessary algorithm of actions for organizing family support for the process of teaching the Buryat language to preschool children.

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