Forms and methods of interaction with parents in preschool educational institutions

Modern approaches and forms of interaction with the families of pupils
The family and the preschool educational institution are two educational institutions, each of which has its own influence on the acquisition of social experience and the formation of the child’s personal qualities. Each of these institutions has its own specific capabilities in shaping the picture of the world and developing the character of a future adult. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child. What is interaction and what do teachers and parents mean by this word? Does the family interact with the preschool educational institution or the kindergarten with the family? Is it possible to put an equal sign between the words “interaction”, “cooperation”, “commonwealth”? The basis of the preschool educational institution and the family is the cooperation of teachers and parents, which presupposes the equality of the partners’ positions, the respectful attitude of the interacting parties, taking into account the individual capabilities and needs of each family. Cooperation involves not only mutual actions, but also mutual understanding, mutual respect, mutual trust, and mutual influence. Active joint work of teachers and parents allows us to get to know each other better and helps strengthen their relationships. A preschool educational institution is the first educational institution with which parents come into contact. The teacher, as the organizer and coordinator of group activities, directly interacts with both children and parents. It is worth noting that, no matter how high the qualifications of the teacher, no matter how deeply the content and forms of educational activities with children are thought through, a positive result can only be achieved when considering the family and kindergarten within a single educational space, implying interaction, cooperation between teachers and parents throughout the child’s preschool childhood. The goal of interaction between preschool educational institutions and families in the context of the implementation of the Federal State Educational Standard: the formation of a pedagogical partnership between subjects of the educational process, ensuring the openness of the preschool educational organization. To achieve this goal, the following tasks have been identified: 1. Establish trusting relationships between children, parents and teachers. 2. Identify and study the interests and needs of families of pupils. 3. Combine the efforts of the family and kindergarten for the development and education of children. 4. Provide support for parental initiative and confidence in their own teaching capabilities. 5. Contribute to the creation of an atmosphere of mutual understanding and community of interests that contributes to the unity of the parent team. 6. Expand the scope of parental participation in the life of an educational organization through the organization of effective forms of interaction. 7. Create conditions for creative self-realization of parents and children. 8. Contribute to the formation of the pedagogical competence of parents. To solve these problems, we try to make fullest use of the entire pedagogical potential of traditional forms of interaction with the family and are looking for new, modern forms and approaches to cooperation with parents. In modern conditions, the task of modernizing the interaction between families and kindergartens is the development of interactive partnerships in the “kindergarten-family” system, aimed at the active inclusion of parents (legal representatives) in the life of the preschool institution. Partnership interaction between preschool teachers and students’ parents presupposes: - mutual assistance, - mutual respect and trust, - knowledge and consideration by the teacher of the conditions of family education, and by parents - of the conditions of education in a preschool educational institution, - the mutual desire of parents and teachers to maintain contact with each other. Conditions for successful work with parents: - study of the social composition of parents, level of education, social well-being, identification of families at risk;
— a differentiated approach to working with parents, taking into account the multidimensional specifics of each family; — purposefulness, systematicity, planning; — friendliness and openness Forms of interaction with family

Among the traditional forms of interaction between kindergarten and family
are: 1. Getting to know the family: meetings, acquaintances, questioning families. 2. Informing parents about the progress of the educational process: open days, individual and group consultations, parent meetings, visual design by creating and posting information stands, albums, folders, organizing exhibitions of children's creativity, inviting parents to children's concerts and holidays, creating reminders. 3. Parent education: holding parent meetings, general education, lectures, seminars, workshops. 4. Joint activities: involving parents in organizing competitions, concerts, and participating in children’s research and project activities. Let us dwell in more detail on non-traditional forms of interaction with parents of pupils, which are the most relevant. Among the non-traditional forms of work with parents, the following subgroups can be distinguished: cognitive, information-analytical, leisure, visual and informational. Below are some forms of holding non-traditional parent meetings in kindergarten: “Pedagogical living room” It is recommended to hold at the beginning or end of the year. At such meetings, parental participation in various activities is discussed. A questionnaire “Parent-child-kindergarten” is carried out. Either planned events are discussed, or past ones are analyzed and results are summed up. At the beginning of the year, a survey is carried out so that the teacher gets to know the child better and his characteristics. Parents are introduced to the events planned for the year, parents' suggestions are listened to, what help and support they can provide in the planned events, as well as their wishes and suggestions for the school year. At the end of the year, at such meetings, the results of the past year are summed up, achievements and mistakes are assessed and analyzed. “Pedagogical conference” When preparing an event, a preparatory stage is carried out, where parents are given some task on a specific topic. The prepared task is discussed from various positions. Two weeks before the meeting, parents are given materials on a certain topic, the teacher asks to comment on a particular statement, covers the essence of the topic and asks questions during the discussion. For example, a meeting in the second junior group may be devoted to the topic “Crisis of 3 years.” Parents are invited to comment on several statements of the classics: how they understand this statement, then parents and teachers give their advice on the problem and how they solve it. The most successful advice is compiled in card files or albums “Pedagogical piggy bank: parents for teachers”, “Pedagogical piggy bank: teachers for parents” “Pedagogical conference - auction” Preparation for such a meeting is carried out in the same way as during a pedagogical conference, the difference is that the exchange of experience takes place in the form of “selling” useful tips on a chosen topic in a playful way. For example, a teacher gives the concept of a “three-year crisis”; together with parents, he analyzes how acute this period is in children. Then he invites parents to share their experience of how they overcame this period, or how they are now coping with it. Everything happens in the form of a game and chips are given for each advice (i.e. advice is sold for chips). Tips that have collected the most chips are also compiled into card files or albums “Pedagogical piggy bank: parents for teachers”, “Pedagogical piggy bank: teachers for parents” “Workshop” At such a meeting not only educators, but also parents, speech therapists, psychologist and other specialists. Together with parents, problem situations are played out or solved; elements of training may be present. The topic of the meeting and the presenter are determined in advance; it can be a teacher, parents or invited specialists. For example, if a meeting is devoted to the topic of children's fears, then an educational psychologist will act as the moderator of such a meeting. A short theoretical message is prepared, then parents are asked to express their opinion about the causes of children's fears and ways to overcome them; small situations can be played out. Next, mini-training on self-regulation is conducted with parents, game techniques are demonstrated to relieve anxiety and fears so that parents, if difficulties arise, can help their children “Heart-to-Heart Conversation” Such a meeting may not be intended for all parents, but only those whose children have common problems (for example, communicating with peers, aggressiveness, etc.). You can conduct a survey on the topic, play out situations, demonstrate short videos or video clips. The peculiarity of such a meeting is that at the end of the conversation, parents are not given specific recommendations, but they themselves come to them. “Master class” A meeting prepared in the form of a master class assumes that teachers, parents or invited kindergarten specialists can teach a small lesson, i.e. share experiences in raising and developing children, demonstrate their achievements in one area or another. The teacher preliminarily determines the topic of the meeting, taking into account the requests of the parents. Then you can give the topic to several parents who can explain or demonstrate in practice how to teach a child to put away toys, wash himself, etc. At the end of the meeting, a summary is made. At such a meeting, participants give each other practical advice, show a role-playing skit, demonstrate practical skills (for example, a teacher can show parents how to make a teaching aid with their own hands, how to play this or that game), etc. “Talk show” Meeting organized in this form implies a discussion of one problem from different points of view, detailing the problem and possible ways to solve it. Parents and educators can speak on the Talk Show, and specialists can be invited. For example, the topic of the meeting is “Pets - pros and cons”, the meeting participants are arbitrarily divided into two subgroups, one of which defends the opinion that if there are pets in the house, then this is good, and the other - the opinion that if There are pets in the house, then this is bad. Parents are offered various situations; they need to be considered from different points of view, always giving reasons for them. All positions are discussed together. At the end of the meeting, members of each team are asked to move to another team if they have changed their point of view, or to remain on their team. You can also hold a vote to determine which point of view wins. “Training” An active form of working with parents who want to change their interaction with their own child is parent training. Both parents must participate. To be effective, the training should include 5-8 sessions. As a rule, it is carried out by a psychologist, who gives parents the opportunity to temporarily feel like a child and emotionally relive childhood impressions. Training tasks can be as follows: “Children’s grimaces”, “Favorite toy”, “My fairy-tale image”, “Childhood memories”, etc. Also, parent trainings can be prepared in the form of answers to questions on pedagogical problems. One question is answered by two families who may have different opinions. Experts determine which family was closest to the truth in answering the question. “Game modeling” This form consists of role-playing problematic situations of family education, playful interaction between parents and children in various children’s activities, modeling methods of parental behavior, sharing experiences in family education, etc. The positive side of such forms is that they contribute to the establishment of informal contacts with parents, exclude the imposition of a ready-made point of view, and focus on finding their own way out of the current situation.
Methods for activating parents

At parent meetings of a non-traditional form, the following methods of activating parents can be used:
“Brainstorming” is a method of collective mental activity that allows you to achieve understanding of each other when a common problem is personal for the whole group. “Reverse brainstorming, or Spreading” - this method differs from “brainstorming” in that instead of postponing evaluative actions, it is proposed to show maximum criticality, pointing out all the shortcomings and weaknesses of the process, system, idea. This ensures the preparation of an idea aimed at overcoming shortcomings. “Associations” - a symbol is drawn on a piece of paper that personifies the problem or its significant point (which interferes with the establishment of trust in the children’s team or the teacher for our group). Then, by association, another symbol is depicted until a suitable solution idea comes up. For example, a meeting on the topic “Aggression”. An association on the topic is drawn, then the drawing is corrected or a new one is drawn with a solution to the problem. “Collective note” - each participant receives a notebook or sheet of paper where the problem is formulated and the information or recommendations necessary to solve it are given. Parents, independently of each other, determine the most important recommendations for them and write them down in a notebook. Then the notes are handed over to the teacher, he summarizes them and the group has a discussion. After this technique, you can use brainstorming. For example, on the topic “How to love your child,” parents write down the most important points in their opinion. The teacher summarizes them and discusses what has been written. "Mini-experiment" . This method allows you to include parents in research activities, create cognitive conflict and use the intellectual feelings of parents (interest, curiosity). The topic can be anything; the relationship between the real, the desired and the achievable is summed up. Thus, it is important to remember that no matter what form of work you choose, partnership between parents and kindergarten rarely occurs immediately. This is a long process, long and painstaking work that requires patient, steady pursuit of the goal. The main thing is not to stop there, to continue to look for new ways of cooperation.

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Modern forms of cooperation with parents

Koltunova Galina Gennadievna

Modern forms of cooperation with parents

The family is a social institution of education; it carries out the continuity of generations and the socialization of children. At the same time, the family also acts as a negative factor in education (quarrels, conflicts between parents , bad example, etc.)

.
These mistakes are associated with lack of knowledge about raising a child, lack of restraint, patience, and pedagogical tact. Therefore, they need the help of teachers, although not all parents realize this . The content of the teacher’s work with parents will include issues of raising and educating children; There are no minor topics
to discuss with parents Modern parents are quite different : some read pedagogical literature, others use it haphazardly, sometimes they raise their children intuitively / “how they raised me”

/. To raise a full-fledged personality, a child needs both a family and a children's community in a preschool institution, where the child receives an education and gains the ability to interact with other children and adults and organize their own activities. How effectively a child will master these skills depends on the family’s attitude towards the preschool institution.

Before working with a family, you need to get to know them well. Therefore, at stage I, you need to collect and process information about each student and his family. Only then is it possible to increase the effectiveness of educational work with children and build a competent relationship with parents .

The basic principles on which communication between teachers and parents are based include :

– communication based on dialogue;

–– openness, truthfulness in communication;

–– refusal to criticize and evaluate a communication partner.

As noted by A. A. Petrikevich and M. M. Yarmoshkina, close and trusting interaction is largely determined by the portion of the teachers themselves, what role he plays in relations with parents .

Conventionally, communication models can be distinguished:

–– "Expert Model"

– teachers use this model in cases where they take on the role of chief experts in interaction with
parents . The peculiarity of such relationships is that educators exercise total control over everything and make all decisions themselves. This model does not involve active parental .
–– “Transplant model”

– teachers use this model when they consider themselves the main experts in relationships with
parents , but at the same time recognize the usefulness of parental , considering them as a means, a resource for achieving their goals.
–– “Demand model”

– teachers use this model when the main goal of their activities is to satisfy the needs of the family.
They view parents as the main customers and consumers of their services.
The content of work with parents is implemented through various forms . The main thing is to convey knowledge to parents . There are various interactions between teachers and parents .

Customized forms :

Visiting family at home. It is carried out once or twice a year in order to get to know the family, the peculiarities of upbringing, and monitor the child’s living conditions at home.

Individual consultations. They involve individual communication with parents , when teachers or other specialists answer their questions. Conducted at the request of parents .

Individual conversations. They represent a discussion with parents about the child’s life at home and in kindergarten to establish positive relationships with the family and obtain information about the child . Conducted by teachers almost daily.

Participation of parents in the management of a preschool institution. It assumes the participation of parents in councils : preschool institutions, teachers, nutrition.

Participation of parents in the preparation and conduct of the educational process. It is carried out in agreement with parents in the form of preparing the premises, handouts and demonstration materials, participation as an assistant, assistant in classes, independent learning of children, participation in routine processes: morning exercises, walks, children’s games, organization of additional education, work on interests.

Work of consultation points. It involves organizing consultations for everyone at a certain time by several kindergarten specialists with different qualifications: teachers, educational psychologist, head of physical education, nurse, music director, speech therapist.

Collective forms :

Parent meetings . They represent a regulated event at which organizational issues are resolved, as well as those related to the upbringing and education of children, messages are made to parents by the leaders and specialists of the kindergarten; on the issues discussed, a decision is made (resolution, which is recorded in the minutes.

Lecture halls. They involve training parents through the dissemination of psychological, pedagogical, medical, economic, legal and other knowledge at lectures “on relevant issues. For example: “Adaptation of a child to a preschool institution”

,
“How to strengthen and maintain children’s health”
.

Conferences, seminar. They include an active discussion of psychological and pedagogical problems, which involves the preparation of reports, communications, active exchange of opinions, and the development of specific recommendations. For example: “Psychological well-being of a child in the family and kindergarten”

,
“Is it easy to be parents ”
.

Disputes, discussions. They represent an active emotional discussion between parents and kindergarten staff . Ambiguous problems by expressing different opinions and arguments in favor of certain solutions. For example: “Should or should not punish”

, “
Parental position “the adult is always right”
: pros and cons.”

Round tables, question and answer evenings. Organized in the form of free or regulated communication between teachers and parents , during which the latter have the opportunity to get answers to questions that interest them and express their opinion on a stated or worrying problem. For example: “Rational nutrition of children”

,
“Children’s whims”
,
“Preparing a child for school”
.

Oral journals. They involve presentations by teachers and other kindergarten specialists with thematic (psychological-pedagogical, medical, legal, economic, etc.) messages, during which practical recommendations are also given to parents according to the topic of the magazine. For example: “Preparing the child for school”

,
“Health of children and adults”
,
“Child’s adaptation to kindergarten”
,
“Fun games at home”
.

Group consultations. They include the preparation by staff of a preschool institution of messages, practical recommendations and materials for a group of parents who have the same problems (in raising children, communicating with them, in a pedagogical position, joint discussion of issues of concern. For example: “Aggressive child”

,
“Shy baby”
,
“When there is a brother and sister in the family”
,
“Raising twins”
,
“When there
is only one parent ” .

Forms of work based on television programs: KVN, pedagogical ring, “My Family”

,
"Field of Miracles"
etc. etc. They represent such an organization of an event when psychological and pedagogical content is woven into the outline of the corresponding television program, games and questions on the problems of development, upbringing and education of children are introduced.

Trainings. They assume organized active socio-psychological training of parents in psychological skills. For example:

"Training to communicate with children"

,
“Relaxation training”
,
“How to resolve conflicts”
:

Business and role-playing games. They include discussion and reproduction (playing out)
by parents of various problematic pedagogical situations in family education in a conditional setting to acquire skills and emotional experience of acting in such situations. For example: “When a child is stubborn”
,
“When a baby takes someone else’s”
,
“Children’s tantrum in a public place” "
—

Broadcasting. It involves transmitting messages on various topics of development, upbringing, and education of children over the radio network of a preschool institution during those periods of time when parents are in kindergarten (bringing and picking up children)

.For example:
“The role of fathers in raising preschool children”
,
“Cultivating independence in children”
,
“How the world of children differs from the world of adults”
.

Excursions. Joint visits are carried out by children, parents , and kindergarten employees (museums, theaters)

for the purpose of spiritual enrichment, relaxation, communication, establishing positive relationships, emotional relief.

Parent schools . They involve long-term training of adults organized by the staff of a preschool institution for the transfer of psychological and pedagogical knowledge about preschool childhood through various forms : lectures, seminars, trainings, games, etc. For example: “School for Dads”

,
"Young Family School"
.

Interest clubs. They are an association of parents to exchange experiences in family education, communication, acquiring knowledge, implementing any activity, spending active leisure time, etc. For example: “Grandparents Club ”

",
"Club of Masters"
,
"Gardeners-Florists"
.

Joint activities of teachers, parents and children . Includes active activities of various kinds in a group room, on the site. This could be cleaning them, decorating them; preparation and planting of plants, joint preparation of manuals, gifts, decorations, etc.

Open days. They are days of free visiting by those who wish ( parents and the public )

kindergarten in order to become more familiar with the work of the institution: classes, games, routine moments, holidays, entertainment. Their number and content are determined by the management of the kindergarten.

Helpline. Involves advertising the operating hours of a specific telephone number, through which those interested can anonymously express their opinion, receive an answer to a question, clarification, and other information.

from the specialists available in the kindergarten.

Joint evenings, holidays and entertainment for parents with children and preschool staff. They are organized as active events, rich in emotional communication, during which all participants have the opportunity not only to communicate, but also to receive the necessary information , show achievements, relax, get to know each other better. For example: calendar holidays (New Year, family holidays, mothers, fathers; literary , musical, sports, intellectual evenings.

Concerts. Include prepared children's, parent's , educational, joint performances: reading poems, performing songs and dances, dramatizing fairy tales and other works.

Charity events. Organized to provide material support to families in need through fundraising (clothing, toys, children's books, and provision of additional free services.

Visual information forms :

Parent corners . They involve the presentation in a visual form of the most popular information for parents : about the daily routine in kindergarten, the content of the educational process, the organization of children's nutrition, as well as psychological, pedagogical, medical, hygienic and other messages.

Mobile folders, handwritten journals. They represent an independent publishing activity, as a result of which kindergarten staff puts into folders or magazines theoretical and practical material that will enrich the knowledge and skills of parents on the proposed problem. For example: “Educational games for children”

,
“What to read to kids”
,
“The world of nature”
,
“The ABC of politeness”
.

Exhibitions. They involve the presentation of the results of individual and joint activities of preschoolers, parents and teachers . For example: an exhibition of drawings Parents Draw ”

, photo exhibitions
“Families of our pupils”
-,
“Pets” (cats, dogs, birds)
.

Literature exchange. It involves the dissemination of psychological and pedagogical knowledge through annotation by teachers of special literature for parents , who can become familiar with it in a preschool institution and at home.

Video shooting. It means video recording of various moments from the life of children in kindergarten, followed by joint viewing by parents , children, other family members, and teachers. For example: “One day in kindergarten”

,
“Our holidays”
,
“We build, draw, sculpt”
,
“Music classes”
.

The list of proposed forms of cooperation is not complete and comprehensive, since daily work with parents constantly gives birth to new ones and modifies old ones. For example, forms of work based on television programs appeared in the practice of cooperation with families with the birth of interactive games with viewers on the television screen. Such a long-existing visual information form as mobile folders was transformed into handwritten magazines or independent publishing activities. Events with a traditional structure ( parent meetings , lectures, conferences, etc.) were filled with new techniques (interactive games, diagnostic procedures, etc.)

Today, many forms of work with parents are used in combination. Various new elements are introduced into the structure of any event with the participation of parents parental interest in these events.

An informal approach to organizing and conducting these forms of work poses the need to use a variety of methods for activating parents . To do this, we need to give them the opportunity to actively participate, talk, argue, play, and compete. Include crossword solutions; role-playing and business, outdoor games; survey; testing; exchange of opinions, solving problem situations, etc.

In game methods, use a ball, a microphone, etc. These can be riddle games, tasks related to transforming into a child, creative tasks. You can use the method of game modeling - this allows parents to expand their field of view on any problem and on their idea of the child. In a playful environment, parents have the opportunity to enrich their arsenal of educational methods of communicating with their child ( “Calm a crying baby”

,
“Find an approach to a child who does not want to fulfill your request”
).
In game training, parents rediscover the joy of communicating with their child.
In your work, it is useful to use an analysis of pedagogical situations, which helps to come to the conclusion that education methods must be applied flexibly: taking into account the characteristics of the child, his mood, and temperament. Where one thing is appropriate, it is unacceptable in another place.

The interaction of a preschool institution and a family using non-traditional forms of work ensures the organization of optimal conditions both for the development of the child’s personality and his immediate environment. In the course of work, the norms of interaction must be maintained: mutual respect, openness to communication, trust, etc.

Active forms of interaction between preschool educational institutions and families

Evdokia Akhmetovna Tkacheva, teacher of MBDOU “Kindergarten “Fairy Tale” p. Alekseevka, Yakovlevsky district, Belgorod region"

ACTIVE FORMS OF INTERACTION WITH THE FAMILY

“The way childhood passed, who led the child by the hand during his childhood years, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”
V.A. Sukhomlinsky

Family and preschool are two important institutions for the socialization of children. Their educational functions are different, but for the comprehensive development of the child their interaction is necessary [1, p. 28]. Our whole life is interaction with the world around us: with other people, with groups of people, government agencies, objects of living and inanimate nature, etc., etc. If a person does not interact with the world around him, he does not exist for the world... But what is interaction and what is meant by this word? Does the family interact with the preschool educational institution or the kindergarten with the family? Is it possible to put an equal sign between the words “interaction”, “cooperation”, “commonwealth”? The term “interaction,” which implies the exchange of thoughts, feelings, experiences, and communication, is relatively new.

It was revealed in the works of T.A. Markova, where interaction was considered as a unity of lines of education in order to solve the problems of family education and was built on the basis of a common understanding. The basis of the interaction between the preschool educational institution and the family is the cooperation of teachers and parents, which presupposes the equality of the partners’ positions, respectful attitude of the interacting parties towards each other, taking into account individual capabilities and abilities [3, p. 58].

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Cooperation involves not only mutual actions, but also mutual understanding, mutual respect, mutual trust, mutual knowledge, and mutual influence. Active joint work of teachers and parents allows us to get to know each other better and helps strengthen their relationships. The concept of community implies the unification of someone based on friendship, unity of views and interests. But is mutual friendship possible without communication, therefore, without interaction? Of course not. And since fellowship presupposes, first of all, openness of heart towards each other, then fellowship is the highest point of interaction between the preschool educational institution and the family.

At the present stage, in accordance with the law “On Education in the Russian Federation,” parents (legal representatives) of minor students are obliged to lay the foundations for the physical, moral, and intellectual development of the child’s personality (Article 44, paragraph 1). To achieve high effectiveness of the educational and pedagogical process in preschool educational institutions, working with parents of students is of great importance.

Forms of interaction between kindergarten and parents are ways of organizing their joint activities and communication. The main goal of all types of forms of interaction between preschool educational institutions and families is to establish trusting relationships with children, parents and teachers, uniting them into one team, nurturing the need to share their problems with each other and solve them together [4, p. 6].

Teachers are trying to make fullest use of the entire pedagogical potential of traditional forms of interaction with the family and are looking for new, modern forms of cooperation with parents. By building interaction with parents, you can develop and use both traditional forms - parent meetings, lectures, and modern forms - excursions, promotions, recreational activities, games, etc. When planning this or that form of work, we, as teachers, always proceed from the idea of modern parents as modern people who are ready for learning, self-development and cooperation. Taking this into account, we select the following requirements for forms of interaction:

originality,
demand,
interactivity.

We have positive experience in using active forms of cooperation with parents. The most popular and beloved form of work by both educators and parents is leisure. This is where opportunities for cooperation are most fully revealed. The annual holding of entertainment events “Dad, Mom - I am a sports family”, “Oh, yes Maslenitsa” has become a good tradition; and also these are joint holidays. Such events bring families together, provide an opportunity to look at each other in a new environment, and strengthen cooperation between the family and the kindergarten. Following the results of such holidays, newspapers, leaflets, and albums with photographs are also published.

In the conditions of our preschool institution, these forms brought results. For children, this is the experience of communicating with adults, their socialization, and increasing their status among their peers. For parents, it is an opportunity to change the position of an outside observer to a participant in the educational process, to realize their abilities, and to learn from teachers how to work with a child. Teachers receive employees in the form of parents.

In conclusion, I would like to emphasize once again that the family and preschool institution are two important social institutions for the socialization of a child. Without parental participation, the upbringing process is impossible, or at least incomplete. Experience working with parents has shown that as a result of the use of active forms of interaction, the position of parents has become more flexible. Now they are not spectators and observers, but active participants in the life of their child. Such changes allow us to talk about the effectiveness of using modern forms in working with parents. Also, expanding the “borders” of kindergarten and fruitful work with social partners has a positive effect on the quality of education.

Bibliography:

Federal Law of December 27, 2012 No. 273-FZ “On Education in the Russian Federation”
Federal State Educational Standard for Preschool Education, approved by Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155;
Arnautova E.P. We are planning to work with our family. // Management of preschool educational institutions 2002, No. 4. – 66 p. Evdokimova N.V., Dodokina N.V., Kudryavtseva E.A. Kindergarten and family: methods of working with parents: A manual for teachers and parents. M: Mosaic - Synthesis, 2007 - 167 p.
Prishchepa S.S., Shatveryan T.S. partnership between preschool organization and family // M: Mozaika - Synthesis, 2016 - 96 p.
Svirskaya L. Cribs for parents // Kindergarten from all sides. 2002 – 147 p.
Khabibullina R.Sh. “The system of working with parents of pupils. Assessment of the activities of preschool educational institutions by parents” // Preschool pedagogy 2007, No. 7. – 70s.

Participation – in absentia

Section 3. “Interaction with the family through the introduction of active methods of organizing children's activities.”

report “Active forms of interaction with parents”