Innovative forms of interaction between primary school teachers and parents

Innovative forms of interaction with family

The modernization of the education system in Russia places new demands on preschool educational institutions, and on the organization of the educational process in them, and on the level of quality of educational services. [1]

Every year, innovative technologies enter our lives more and more closely.

The source of innovation is the problem.

In our preschool institution, a problem also arose regarding interaction with the parents of pupils. Pedagogical passivity of parents, lack of understanding by parents of their educational function, reluctance to establish uniform requirements for the child in kindergarten and family, parents’ ignorance of the fact that in determining the content and forms of work of the kindergarten with the family, it is not the preschool institution, but they are the social customers.

Parents’ lack of “pedagogical reflection” means their inability to self-critically evaluate themselves as educators, put themselves in the child’s place, and look at the situation through their eyes.

In addition, the authority of children's institutions has decreased, as many additional education organizations have appeared, where, according to parents, they prepare for school and study better than in kindergarten. High employment and economic disadvantage of adults are also sometimes the reason for indifference and disinterest in the lives of children.

Thus, we can conclude that innovations are needed in cooperation with parents. It is necessary to develop and implement a work system for the active inclusion of parents in the life of a preschool institution. All this allows us to consider working with parents as an important condition for the successful pedagogical activities of a preschool institution at the present stage of modernization of the education system.

Solving a problem innovatively means changing the system, bringing it into line with the desired model. If the changes are of a qualitative nature, then as a result of solving the problem, the system develops.

The results of innovative activities are the growth of the professional competence of the teacher and the improvement of the quality of education of preschool children. [1]

Today, the interaction of a preschool institution with a family requires an innovative approach.

In order to solve the above problems, we have developed a system of interaction between a preschool institution and a family, including traditional and innovative forms of working with parents.

The introduction and testing of innovative forms of work with families of pupils is designed to ensure effective interaction, cooperation with the family, the formation of a system of social, psychological, pedagogical and spiritual and moral support for the family, through:

— establishing partnerships with the families of pupils, joining forces for the development and upbringing of children, creating an atmosphere of community of interests;

— activation and enrichment of parents’ educational skills, maintaining their confidence in their own pedagogical capabilities. [2]

An innovative approach to working with parents affects various areas of activity of preschool teachers and has a number of principles - cooperation, openness, stimulation and support of the family, feedback, and an individual approach to each family.

The innovative component of the work of a preschool institution is associated with holistic support for the educational potential of families at all stages of its formation and life.

Only the combination of these components gives the right to talk about innovative forms of work.

Today, this task is set everywhere, and for us this is the annual task of the kindergarten - parents from “spectators” and “observers” should become active participants in meetings and assistants to the teacher, an atmosphere of mutual respect has been created. To do this, you need to actively use an innovative competence-based approach to working with parents.

Team of MBDOU No. 7 Art. Ladozhskaya is constantly searching for new, modern forms and methods of interaction with parents.

While studying pedagogical literature on innovative activities with teachers, we learned how old forms of working with parents can be transformed into innovative and effective ones. We also considered forms of involving parents in the educational process, informational and practical forms for educating parents, as well as important conditions for the effectiveness of this work.

On this problem, educators were provided with methodological assistance, a consultation was held “Working with parents - non-traditional approaches”, a workshop “Interaction with parents in the light of new approaches” was held, where they learned to draw up a project for non-traditional meetings with parents using innovative forms of interaction. We held a teachers' meeting on the topic “The work of the teaching staff with parents” (non-traditional approaches), with the invitation of parents from the parent committee.

Therefore, we had to invent, combine old traditional forms and new techniques, and use more modern technologies in working with parents, without whom a modern kindergarten could no longer exist.

In order to study the family, clarify the educational needs of parents, establish contact with its members, to coordinate educational influences on the child, the teachers of our preschool institution begin work with a survey “Cooperation between kindergarten and family.” Having received the real picture, based on the collected data, we can analyze the features of the structure of family ties of each child, the specifics of the family and family education of the preschooler, and develop tactics for our communication with each parent. This will help to better navigate the pedagogical needs of each family and take into account its individual characteristics.

Innovative technologies contribute to enriching the natural foundations of child-parent relationships and more harmonious upbringing of children in the family. The fundamental requirement for the new scheme for the provision of preschool education services is the creation of a transparent, open system of informing citizens about educational services, ensuring completeness, accessibility, timely updating, and reliability of information. This is how we came up with the idea of ​​​​creating a newspaper for the kindergarten “Planet of Childhood”, the tasks of which are consonant with the requirements of the government of the Russian Federation for a new scheme for the provision of preschool education services.

The pages of the newspaper "Planet of Childhood" inform about the organization of the work of the preschool institution, about new regulatory documents, about all the bright events, and the achievements of the preschool institution. “Planet of Childhood” is an opportunity for kindergarten workers to be a direct mouthpiece of ideas for improving preschool education - competitions, leisure activities, hikes, documentaries, holidays, new events, meetings in the form of colorful photo sessions, arouse genuine interest both among preschool employees, so do the mothers, fathers, grandfathers and grandmothers of our pupils. The next step in this direction was the creation of a website for a preschool institution. A kindergarten website is what the kindergarten’s online activities and its success are based on. The success and demand for kindergarten services will largely depend on how information about the activities of the teaching staff is presented, as well as on how often the information on the website is updated, which echoes the conditions for the formation of a modern model of education in the preschool world.

Any parent can come here. On the website you can get acquainted with the problems that the kindergarten faces. Attend all holidays and matinees. Visit the “Creative Living Room”, where you can admire children’s creations and feel proud of your most talented, smart and beloved child. On the site you can anonymously ask any question you are interested in and receive an answer from a specialist.

A website and a newspaper are not only a means of organizing activities and cooperation, but also, which is very important, a “feedback” factor, which allows you to quickly respond to all changes in the life of a kindergarten.

In our preschool, we practice this open form with parents as a demonstration of children’s achievements.

Information about children is a very important and still underserved layer of the culture of interaction between kindergarten and parents.

Collecting information about children’s achievements every day brings children new experiences and new knowledge. Even the most seemingly insignificant successes should be made common property. To do this, you need to observe children, try to notice new things that have appeared in speech, movements, behavior, and games. Achievement is the unconditional success of a child in something. This is a development from facts obtained during observations. Each child has his own achievements that are significant for him personally and for his parents.

Educators are creative people, endowed with inventive abilities, creative, so the options for decorating children’s achievements are innumerable: in the form of chickens, rays of sunshine, flowers, self-portraits of children, to which or next to which notes are attached describing the achievements in the reception area.

For example: Polina (5 years old).

Social competence.

Observation. 02/18/2014 Addresses Yaroslav: “let's play with the constructor. We will build a house for our animals. Do you have large plates? A lot of? I need one. Here, take the little ones. This will be the roof, and this is my door. Do you need help?

Achievement: knows how to negotiate and plan work.

This form of written information to parents about their children’s achievements is an important prospect for us. By doing this, we show parents the wonderful moments of a child’s life in kindergarten (hidden from their eyes), so that parents develop positive views on the experience that children gain in kindergarten, and change their ideas about the parental role in the child’s learning and development.

To attract parents to participate in competitions, exhibitions, community work days for the repair of play equipment, instead of the usual traditional announcements about the event, we decided to change the content of the announcement. For example:

Dear dads!

Now we have a real sandbox on the playground. We enjoy playing Easter cakes, building houses and roads. But the sand always tends to crumble. Please help us make sides for our sandbox. We are waiting for you and will definitely help you.

Your kids.

The following form notifies parents of children's requests. Here we use a model of three surveys; in any free time, the teacher can talk to the children about what they know or want to know, for example, about cats (space, dinosaurs). All children's statements are recorded in a special table. The author is placed next to each statement.

Filling out the sign and hanging it in the reception area is accompanied by the mandatory writing of an announcement.

For example: Dear moms and dads! Our kids decided to learn more about cats. In our group we have the “Cats” encyclopedia, but this is extremely insufficient to satisfy their curiosity. Books about wild and domestic cats, photographs of your pets, your stories, cat toys and cat figurines will help us a lot. We invite you to take part in the preparation of an exhibition of photographs (drawings, toys, etc.).

"Our favorite cats."

Teachers and your children.

As a result of such a survey, parents will see the areas of interest of their children and get ideas about the ways in which they are ready to acquire new knowledge. This, without a doubt, will encourage parents to engage in a discussion of the topic with their children: ask them questions, give them some hints, answer, dispel doubts and take active actions - go to the library, search the Internet for the necessary material, read an encyclopedia, come to a group and chat with kids.

When preparing for parent-teacher meetings, conversations, and consultations, our kindergarten teachers use the following forms of working with parents:

“Magic Flower of Wisdom” – in the reception area there is a stand with a large flower drawn on it. The core of the flower indicates an issue on which parents are invited to speak out. Flower petals are empty. Parents write down advice, aphorisms and wishes on them on the chosen topic. For example:

— “Children’s whims”;

- “I know how to teach a child to help adults”;

- “When our second child was born, we...”;

- “So that the child does not get sick,” etc.

“Portrait of an ideal parent” (educator) – a sheet with an image of the outline of a person’s figure is hung in the reception room. Parents write down the traits of an ideal parent on this sheet.

“Unfinished thesis” – a phrase is placed on the stand, for example:

- “A happy family is...”;

- “A good teacher is...”;

- “Family traditions are...”, etc.

The parents continue the proposal. Such unfinished theses can be positioned as topics for future parent-teacher meetings.

I would especially like to note the innovative form of working with parents, which has been practiced in the senior group for the second year - summarizing the best family experience using modern multimedia technologies.

To get to know the families of pupils, in addition to personal conversations with parents and their family members, a variety of methods and techniques are used. One of them is the study of children and the characteristics of their family upbringing in the process of teaching and educational work in kindergarten. Much about the lives of children becomes clear from their own statements, from discussions at parent-teacher meetings, from the results of monitoring and diagnostics, from everyday observations of children and parents in natural conditions, from questionnaires, from visits to families. As a result, examples of good upbringing in the family are identified, parents who have high pedagogical preparedness and interest in issues of family education are identified.

Based on the above, it is clear in which family the educational potential is high and who can share their experience on the problem raised at a parent meeting, seminar or conference.

Teachers tell parents a lot about various experiences of family education and involve parents in this. The audience of parents is more influenced by the fact that it is not the teacher, but other parents who talk about the positive experience of organizing life and raising children in the family. They may be skeptical about the instructions and requirements of the teacher, with some distrust of their feasibility and expediency. They are more convinced when parents themselves talk about the same thing, having implemented a certain direction in their family in the upbringing and development of their child, tested their feasibility and achieved positive results.

Without leaving the confines of their team, which is already familiar and united to a certain extent, parents more easily share their successes, difficulties, doubts, little secrets and highlights of family education, and look for a way out of problematic situations. Speeches by parents are watched and listened to with keen interest at meetings, provoke discussion, awaken thoughts and contribute to the exchange of experiences in family education.

Generalization of family experience by parents can be formalized in productive creative activities in the form of posters, newspapers, stories, reports, albums, films, photo exhibitions, computer presentations. But parents, by tradition, choose the design in the form of multimedia presentations and slide shows.

Today, in the “educational piggy bank” of the senior group there are 6 presentations on summarizing family experience on various issues: “Labor education in the family.” Presented at a parent meeting-seminar in September 2013; "Toughening up a child at home." Presented at Parent Conference November 2014; "Sensory education in the family." Presented at the open final non-traditional parent meeting dedicated to sensory education of preschoolers in December 2013.

We also use the following innovative forms of interaction with parents - this is a pedagogical council with the participation of parents, where parents participate in meetings of the pedagogical council as experts and critics.

We conduct “Parental Landing”, mutual visits to families with the participation of parents, where parents can also share their experience of family education.

In order to introduce children to the origins of Russian national culture, our preschool institution held the “Garland of Friendship” event; children and parents made dolls and decorated the territory of the kindergarten with them. Children and parents received great pleasure from joint creativity.

The “World Without Borders” campaign was timed to coincide with the Day of the Disabled, children together with their parents made gifts for disabled children.

In addition, a health day was held with the participation of parents. Where parents and children jumped through hoops, skipped ropes, played with a ball, and did exercises. And for their activity, the fairy-tale character “Doctor Aibolit” treated everyone to vitamins. As a result, parents and children received a boost of energy for the whole day.

The project “My Dad is the Best!” was also organized, timed to coincide with the Russian Army holiday, where children and parents took an active part, prepared a project about their dad, and presented it in kindergarten. They composed stories about their dad, made gifts for dads, collected a collection of medals, and created a muse of military glory.

The New Year's Toy competition, where parents and their children made many original toys that they used to decorate the kindergarten grounds for the New Year's holiday.

Competition-Presentation “Family Longevity” (book, Christmas tree toy, doll, etc.) - prepared together with parents, defended in the form of a presentation.

The “Hats” competition, where parents and their children designed and made original headdresses and demonstrated a fashion show.

Educators are coming up with new ways to involve parents in raising their own children.

At the moment, our preschool institution is developing a project to organize a parent club “Competent Parents” due to the need to meet the needs of modern parents and quickly respond to the difficulties that arise for them.

We believe that until an adult has a need to be close to children, it is impossible to organize interaction.

Teachers offer parents ready-made knowledge: something from child psychology, something from healing methods, something from teaching practice. But as in any teaching, parents take from what is offered only that which is in tune with their own thoughts and meets their needs.

And we propose to start not with formal meetings and stands, but with unification, bringing together people involved in the life of a child. What could serve as the basis for such a rapprochement? Only the child himself. By telling parents about what happened during the day, what positive personality traits their baby showed, what achievements or difficulties the day brought him, the teacher forms in the parents an understanding that they do not have this unique information for the simple reason that they were not there near.

Now the phrase “innovative forms of working with parents” does not cause us any difficulties.

The effectiveness of the work carried out with parents in our kindergarten is evidenced by:

• showing parents interest in the content of the educational process with their children;
• the emergence of discussions and disputes on their initiative;
• answers to parents' questions by themselves; giving examples from your own experience;
• an increase in the number of questions to the teacher regarding the child’s personality and his inner world;
• the desire of adults for individual contacts with the teacher;
• reflection of parents on the correctness of using certain methods of education;
• increasing their activity in analyzing pedagogical situations, solving problems and discussing controversial issues;
• activity of adults in the life of kindergarten and group.

Using various forms of working with families allowed us to awaken a sense of affection and trust among parents in the kindergarten.

Our recommendations were not imposed on parents, but aroused interest with their novelty, presented without cliches, edifications or moralizing.

Literature

1. Yaroslavl Pedagogical Bulletin No. 3, 2012, author Yu.E. Orlova..
2. Website https://128.lipetskddo.ru

Bibliography

1. Zvereva, O. L., Krotova, T. V. Communication between a teacher and parents in a preschool educational institution: Methodological aspect [Text] / O. L. Zvereva, T. V. Krotova. – M.: TC Sfera, 2005.

2. Belyaev, V.I. Favorites. Collection of scientific works [Text] / V. I. Belyaev. – M.: “Your Printing Partner”, 2010. – 430 p.

3. Ovcharova, R.V. Reference book of a school psychologist [Text] / R.V. Ovcharova. – M.: “Enlightenment”, “Educational Literature”, 1990.

4. Osipova, L. E. Work of a kindergarten with a family [Text] / L. E. Osipova. – M.: “Publishing house Skrip-torii2003”, 2008. – 72 p.

5. Family pedagogy [Text]: educational and methodological manual / comp. Ph.D. psychol. Sciences, Associate Professor of the Department of Preschool Education. ped. N.V. Kushch. – Glazov, 2005. – P. 5–9.

6. Solodyankina, O. V. Cooperation of a preschool institution with the family [Text]: a manual for preschool employees / O. V. Solodyankina. – M.: ARKTI, 2004.

7. Sukhomlinsky, V. A. Pavlysh secondary school [Text] / V. A. Sukhomlinsky. – M.: Education, 1979.

Consultation for teachers “Innovative forms of working with parents in kindergarten”

Consultation for teachers

“Innovative forms of working with parents in kindergarten”

The development of the preschool education system is aimed at creating optimal conditions for the physical and psychological development of the child, ensuring recognition of the intrinsic value of childhood and a successful transition to schooling. This process is characterized by a person-centered way of interaction between participants. Its goal: to organize a new cultural and educational space where the main value is the child’s personality and a prosperous family. The implementation of this requires the integration of family education and preschool education, a transition to a qualitatively new content of education, a change in the style and forms of interaction between the preschool institution and the family, which will ultimately contribute to the solution of the following tasks: the development of a general strategy for the development of the personality of a preschooler, the formation of a common educational space for the child preschool age.

In this regard, the process of searching for new approaches to the work of a preschool institution with a family and appropriate forms of activity aimed at developing the child’s personality is being updated.

In preschool institutions, teachers use a variety of innovative forms of working with parents. These include:

Information and analytical

• survey,
• survey,
• "Mailbox";

Visual information

• newspaper release,
• health passport,
• open classes for parents,
• mini library,
• information stands,
• open days,
• photo exhibitions,
• piggy bank of good deeds.

Cognitive

• seminars - workshops,
• non-traditional parent meetings,
• oral journals,
• parent clubs,
• pedagogical living rooms.

Leisure

• holidays,
• joint leisure,
• participation of parents in competitions, exhibitions, excursions.

One of the forms of information and analytical work is a mailbox.

This is a box or notebook in which parents can put notes with their ideas and suggestions, and ask questions to specialists, the head or the methodologist. Questions asked are covered at parent meetings, become the topic of a parent club meeting, or are given in writing by specialists. This form of work allows parents to share their thoughts with a group of educators and is effective when lack of time prevents educators from meeting with parents in person.

Another effective form of working with parents is the parent club.

There are usually 4 club meetings per year. We must try to ensure that the meetings are interesting to parents and do not turn into boring lectures, so topics are always chosen taking into account their wishes (based on the results of the survey). “The magical world of theater”, “How to stay healthy”, “Child from the point of view of astrology”, “Adults through the eyes of a child” - these are some of the topics of the meetings. In addition, try to get children to take part in the meeting, include a practical part or a master class. In conclusion, each parent receives a memo on the topic. Those who for one reason or another did not attend the meeting have the opportunity to get acquainted with the materials of the club’s work in a regularly published newspaper. In addition to information on the topic of the meeting, the newspaper includes the following regular columns: “Parents write to us,” “Guest,” “Children speak.”

will tell parents about the life of .

The “Diary” reflects the most important events: holidays and entertainment, children’s birthdays, hikes and excursions, meeting guests, interesting activities, and the successes of individual children. Photographs, children's writings, and products of collective children's creativity are also placed there.

In a preschool educational institution you can create a library “Mom’s Books”.

Books for this library are created by parents. And in some groups, entire teams write books. For example, the book “Star Tale” - stories of parents about their children. Book of riddles about animals “Footprints in the Snow.”

Excursions.

Every year, teachers plan several large-scale excursions. Parents are always the first assistants in their organization. During the year, thanks to their parents, students have the opportunity to visit various enterprises. Nothing brings people closer together than doing something interesting together, aimed at the benefit of children and their development. The opportunity to become participants in the educational process, organizers, and not observers helps to establish informal contact and trust between parents and educators. Based on the results, a booklet with photographs is always published, and, if possible, a video recording is made. Using the booklet, parents who did not attend the excursion can familiarize themselves with its contents.

The most popular and beloved form of work by both educators and parents is leisure time.

. Here the opportunities for cooperation and creativity are most fully revealed. From work experience, we know that parents are most willing to make contact and express a desire to cooperate with the kindergarten precisely when it comes directly to their child. Everything related to a particular child arouses genuine interest. It is this interest that should be used when organizing exhibitions of photographs, crafts, and drawings. Regularly hold exhibitions of children's and parent's works at the preschool educational institution according to seasons, holidays, environmental issues, etc. The participation of parents in competitions and entertainment brings families together, provides an opportunity to look at each other in a new environment, and strengthens cooperation between the family and the kindergarten. Following the results of such holidays, newspapers, leaflets, and albums with photographs are also published. Other families become acquainted with these materials at parent-teacher meetings and in personal conversations with teachers, which makes many people want to take part in joint events next time. All participants in competitions, exhibitions, and competitions are necessarily awarded prizes and certificates at general matinees and meetings.

Non-traditional parent meetings

One of the most effective educational forms of working with families remains parent meetings. However, from work experience we know that parents are reluctant to respond to direct meetings in the form of reports and instructive conversations, which is quite understandable. Changing the forms and methods of conducting, building communication not on a monologue, but on a dialogue, will help to find a way out of this situation.

"Pedagogical laboratory"

It is recommended to carry out at the beginning or end of the year.
They discuss the participation of parents in various events. A questionnaire “Parent – ​​child – kindergarten” is carried out. Either planned events are discussed or past ones are analyzed and the 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. "Readers' Conference"

A preparatory stage is carried out before the meeting, where parents are given some task on a specific topic.
The prepared task is discussed from various positions. 2 weeks before the meeting, parents are given materials on the topic of the meeting, the teacher asks to comment on this or that statement, covers the essence of the topic and asks questions during the discussion.
For example, a meeting in the 2nd junior group on the topic “Crisis of 3 years”. Several classic sayings are offered and parents comment on how they understand this saying and give their advice on the problem and how they solve it. The most successful advice is placed on the “Piggy Bank of Family Advice” stand. "Auction"

The meeting takes place in the form of “selling” useful tips on a chosen topic in a playful way.
For example, a crisis of three years.
The teacher gives the concept of the three-year crisis. Together with parents, he analyzes how acute this period is in children. The teacher invites parents to share 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. Tips are sold for chips. Tips that have collected the most chips are placed on the “Piggy Bank of Parental Experience” stand. “Seminar – workshop”

Not only the teacher, but also parents, speech therapist, psychologist and other specialists can speak at the meeting.
Together with parents, problem situations are played out or solved; elements of training may be present. The topic and presenter are determined; it can be either a teacher, parents, or invited specialists.
For example, let's take the topic of children's fears. A short theoretical report is prepared, then parents are asked to express their opinion about the causes of children's fears and ways to overcome them. Next, mini-trainings on self-regulation and game techniques to relieve anxiety and fears are conducted with parents so that parents can help their children if difficulties arise. "Sincere conversation"

The meeting is not intended for all parents, but only for those whose children have common problems (communication with peers, aggressiveness, etc.).
You can conduct a survey on the topic; at the end of the meeting, parents are not given recommendations, but they themselves come to them. For example, a child is left-handed.
A survey is conducted with parents in order to better understand the characteristics of their children and establish exactly what degree of left-handedness the child has - weak or severe. The problem is discussed from all sides, experts may be invited. Parents are given recommendations on the developmental characteristics of such a child (non-standard). Parents are offered various tasks for left-handed children in order to develop motor skills of both hands. Psychological problems associated with left-handedness are discussed. "Master Class"

A meeting where parents demonstrate their achievements in raising children.
First, the teacher gives the topic to several parents and instructs each to teach a small lesson in which they will have to explain to all the assembled parents how to teach their child to put away his toys and wash himself. At the end of the meeting, the results are summed up. The meeting has a preparatory stage, the teacher invites several parents to teach a small lesson - to share their experience in instilling, for example, good manners in their children.
Parents give practical advice and show a role-playing scene on observing the rules of decency. At the end of the meeting, the results are summed up and parents are asked to choose the most valuable advice, which is posted on the “Piggy Bank of Parental Experience” stand. "Talk show"

A meeting of this form implies a discussion of one problem from different points of view, detailing the problem and possible ways to solve it.
Parents and teachers perform at the talk show, and you can invite specialists.
For example, let's take the crisis of 3 years. Parents are offered various situations; they need to be considered from different points of view, always giving reasons for them. The key concepts of the 3-year crisis are defined, the causes are jointly identified, then the opinions of psychologists are read out. All positions are discussed together. Parents themselves determine how to solve the problem. Parent activation methods that can be used at non-traditional parent meetings

"Brainstorm"

- a method of collective mental activity that allows one to achieve understanding of each other when a common problem is personal for the whole group.

“Reverse brain attack, or Spread” -

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, and ideas. This ensures the preparation of an idea aimed at overcoming shortcomings.

"List of adjectives and definitions"

Such a list of adjectives identifies various qualities, properties and characteristics of an object, activity or person that need to be improved.
First, qualities or characteristics (adjectives) are proposed, then they are considered individually and it is decided in what way the corresponding characteristic can be improved or strengthened. For example, “What would you like your child to look like when he or she enters school?”
Parents list qualities, i.e. adjectives, and then jointly achieves the path to realizing the goal. "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 Record"

Each participant receives a notebook or piece 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, the topic “How to love your child.”
Parents record the most important points in their opinion. The teacher summarizes them and discusses what has been written. "Writing on sheets"

When discussing a problem, each parent receives sheets of paper for notes.
The teacher formulates the problem and asks everyone to suggest possible solutions. Each sentence is written on a separate sheet. The problem must be formulated clearly. For example, “How to calm a child if he is upset.”
Each parent writes his own version, then all opinions are discussed. A ban on criticism is introduced. "Heuristic questions"

These include 7 key questions: who, what, where, with what, how, when?
If you mix these questions together, you get 21 questions. By consistently drawing out and answering such mixed questions, parents can gain a new, interesting perspective on the problem. For example, 1 and 5 in combination - who does what?
By consistently drawing out such funny and non-standard questions and answering them, parents see non-standard ways to solve them .

"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
.