Modern forms of working with parents
Turumbetova Yulia Grigorievna
Modern forms of working with parents
How childhood passed, who led the child by the hand during childhood, 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
Childhood is an unforgettable time in the life of every person. It is filled with the kind hands of parents and the care of educators. Parental love gives a person a “margin of safety”
,
creates a sense of psychological security.
The main feature of family education is a special microclimate, thanks to which the child develops an attitude towards himself, which determines his sense of self-worth. It is undeniable that it is the example of parents and their personal qualities that largely determine the effectiveness of the educational function of the family.
The basis for the interaction of preschool teachers with families is the creation of a single algorithm
.
The concept of modernization of Russian education (reflected in the Federal State Educational Standard for Education, Order No. 1155 of October 17, 2013, emphasizes the exclusive role of the family in solving the problems of educating the younger generation. Recognition of the priority of family education requires other forms of interaction between the family and kindergarten.
The goal of interaction between the kindergarten and the family is to create the necessary conditions for a favorable climate of interaction with parents , to involve the family in a single educational space, and to establish trusting relationships with parents .
The same forms of interaction with parents are not effective . Work with parents should have a differentiated approach, taking into account the social status and microclimate of the family, as well as parental requests and the degree of parental interest in the activities of the preschool educational institution .
The task of the teaching staff is to create conditions for interaction with parents , to plan work with parents based on an analysis of the structure of the family society and the psychological climate. Involve parents to participate in the life of the preschool educational institution and management, provide assistance to parents in the educational process.
A lot for a child depends on the professional and human relationships of adults in the preschool educational institution: educators, specialists, parents - their relationship to themselves, to each other, to the child. All these adults are directly involved in creating a favorable climate for the child. The interests of the child may suffer if the relationship between kindergarten workers and parents does not work out .
Unfortunately, some teachers proceed from the assumption that it is they who must “explain” to parents how to raise their children, and choose an edifying tone: they do not advise or suggest, but demand; They do not suggest, but instruct. All this pushes parents . But the result is the same - the kindergarten and the parents are raising the child without interacting with each other. And the very forms of work with families do not give the desired results, since they are aimed at interacting with a wide range of parents , with the entire parent group of the group . Under these conditions, it is impossible to recognize the individuality of the family and the child, his problems and successes, to get closer and communicate, to activate and work together .
Basic principles of partnership between preschool educational institutions and families:
• Friendly style of communication between teachers and parents . A positive attitude towards communication is the solid foundation on which all the work of group teachers with parents . In communication between a teacher and parents , categoricality and a demanding tone are inappropriate. After all, any model of interaction with the family perfectly built by the kindergarten administration will remain a “model on paper”
, if the teacher does not
develop for himself specific forms of correct treatment of parents . The teacher communicates with parents every day , and it depends on him what the family’s attitude towards the kindergarten as a whole will be. Daily friendly interaction between teachers and parents means much more than a single well-executed event.
• Individual approach. It is necessary not only when working with children , but also when working with parents . The teacher, when communicating with parents , must feel the situation, the mood of mom or dad. This is where the teacher’s human and pedagogical ability to reassure the parent , sympathize and think together about how to help the child in a given situation comes in handy.
• Collaboration rather than mentoring. Modern mothers and fathers, for the most part, are literate, knowledgeable people and, of course, well aware of how they should raise their own children. It will be more effective to create an atmosphere of mutual assistance and support for the family in difficult pedagogical situations, to demonstrate the interest of the kindergarten staff in understanding the family’s problems and a sincere desire to help.
• Openness of the preschool, includes “openness inward”
and
"openness to the outside"
.
“Openness inward”
is the involvement
of parents in the educational process of the kindergarten. Parents and family members can significantly diversify the lives of children in a preschool institution and contribute to educational work . This can be an occasional event that every family can do. Some parents will be happy to organize an excursion, others will help in equipping the pedagogical process, and others will teach their children something. Thus, all subjects of the pedagogical process benefit of parents in the work of First of all, children. Teachers, in turn, have the opportunity to get to know families better, understand the strengths and weaknesses of home education, determine the nature and extent of their help, and sometimes simply learn. “Openness to the outside”
means that the kindergarten is open to the influences of microsociety, is ready to cooperate with social institutions located on its territory, and involve
parents in participating in competitions.
• Dynamic. A kindergarten today should be in development mode, not functioning, be a mobile system, and quickly respond to changes in the social composition of parents , their educational needs and educational requests. Depending on this, the forms and directions of work of the kindergarten with the family should change.
Directions for involving parents in joint activities.
• Cognitive direction.
Goal: aimed at familiarizing parents with the age and psychological characteristics of preschool children, developing practical skills in raising children in parents.
This direction includes:
— general, group meetings;
— consultations and individual conversations;
— exhibitions of children's works and crafts made together with parents . By participating in the making of crafts, parents revealed interests and abilities that they themselves were not aware of.
- participation of parents in the preparation of holidays, entertainment, and leisure activities.
— joint excursions;
— open GCD. parents a lot : they get the opportunity to see their child in a situation different from the family situation, compare his behavior and skills with the behavior and skills of other children, and adopt teaching and educational techniques from the teacher.
— joint creation of a subject-development environment;
— helpline parents have the number of the head and teachers )
.
- morning greetings;
— Mail of trust;
- family projects.
• Information and analytical direction.
Goal: aimed at identifying the interests, needs, requests of parents , the level of their pedagogical literacy, establishing emotional contact between teachers, parents and children .
Helps to better navigate the pedagogical needs of each family and take into account individual characteristics.
In this direction you can carry out:
— questioning;
— testing.
From the analysis of information about children’s families, it is clear that preschoolers come from families of different social status and have different levels of education. This information was used when planning organizational and pedagogical work with parents to attract parents to assist the institution, to determine the prospects for the development of the kindergarten.
• Visual information direction.
Goal: makes it possible to convey to parents any information in an accessible form , to tactfully remind them of parental duties and responsibilities. Kindergarten begins with the locker room; it is very important that it is cozy and beautiful, which is why our parent corners are bright and attractive.
This direction includes:
- parent corner : including various information .
Practical material is placed on the stand, making it clear what a child does in kindergarten, specific games, tips, tasks.
- regulations;
— announcements and advertisements; - productive activities for children (drawings, crafts)
;
- mobile folder.
The form of work through parent corners , regulatory documents, notices and advertisements, productive activities, moving folders is traditional, but it is necessary for working with parents , because often the teacher does not have the opportunity to come up and talk with parents on a current topic in raising children. New, beautifully designed information quickly attracts the attention of parents and gives a positive result.
— emotional corner: “Congratulations!”
.
— photo exhibitions;
- publication of newspapers.
•Leisure activities:
Goal: designed to establish warm, trusting relationships, emotional contact between teachers and parents , between parents and children .
This direction is the most attractive, in demand, useful, but also the most difficult. This is explained by the fact that any joint event allows parents to see the problems of their child from the inside, compare him with other children, see difficulties in relationships, see how others do it, i.e. gain experience interacting not only with their child, but also with parent community in general. Holidays should be held not for parents , but with the involvement of parents , so that they know how much trouble and work needs to be put into preparing any celebration.
Meetings with parents at festive events always mobilize us and make our everyday lives brighter.
In this area you can organize:
- holidays that can end with tea.
- entertainment;
— acquaintance with the professions of parents ;
— birthday celebrations;
- exhibition of family collection
- stock. Many people have books and toys that their children have “grown out of”
. How many educational moments are hidden in this small event! This is a careful attitude towards old things, while children learn not only to accept gifts, but also to give them - this is a lot of work, education of the soul.
- days of good deeds.
The upbringing and development of a child is impossible without the participation of parents . In order for them to become teacher assistants and develop creatively together with children, it is necessary to convince them that they are capable of this, that there is no more exciting and noble thing than learning to understand your child, and having understood him, helping in everything, being patient and delicate and then everything will work out.
Interactions between parents and kindergarten rarely occur immediately. This is a long process, long painstaking work, requiring patient, consistent pursuit of the chosen goal, and a constant search for new ways of cooperation with parents .
There are methods that allow you to build relationships with parents .
The first one is “Let’s get to know each other!”
.
At this stage, parents’ introduction to the kindergarten , educational programs, and teaching staff opens up opportunities for them to work .
The second stage is “Let's make friends!”
.
At this stage, parents are offered active methods of interaction: trainings, round tables
, game seminars.
The third stage - “Let's find out together”
.
At this stage, we can talk about the functioning of the parent -teaching community, directing its activities towards the development of the child.
Forms of work can be individual, group and family.
There are traditional and non-traditional forms of working with parents .
Traditional forms are those forms that are time-tested and standard for all preschool institutions not only in the city, but also in the country. These include:
• Conversations are conducted both individually and in groups. In both cases, the goal is clearly defined: to provide parents with timely assistance on a particular issue of upbringing, to help achieve a common point of view on these issues.
• Visiting a child’s family gives a lot for studying it, establishing contact with the child, his parents , and clarifying the conditions of upbringing, if it does not turn into a formal event . The purpose of the first visit is to find out the general conditions of family education. Repeat visits are scheduled as needed and include more specific tasks.
• To introduce parents to pedagogical literature, it is advisable to create mobile folders, selecting articles on specific topics into folders. However, it should be remembered that every time you need to talk with parents about the literature you have read, find out what interests you, and what you can borrow to raise your child.
• Open days, being a fairly common form of work , provide an opportunity to introduce parents to a preschool institution, its traditions, rules, features of educational work , to interest them in it and to involve them in participation. It is conducted as a tour of a preschool institution with a visit to the group where the children of visiting parents . You can show a fragment of the work of a preschool institution (collective work of children, getting ready for a walk, etc.)
• Parent meetings are held in groups and general meetings. General meetings are organized 1-2 times a year. The head of the school plans and conducts the general parent meeting together with the parent committee and teachers. They discuss general organizational issues of joint work of the entire preschool educational institution , tasks for the new academic year, the results of educational work issues of physical education and problems of the summer health period, etc. You can invite a doctor or lawyer to the general meeting. Speeches by parents .
At group meetings, parents are introduced to the content, tasks and methods of raising children of a certain age in preschool and family settings.
• Consultations are close to conversations. Their main difference is that the teacher, conducting a consultation, seeks to give parents qualified advice. Usually a system of consultations is drawn up, which are carried out individually or for a subgroup of parents .
The goals of the consultation are for parents to acquire certain knowledge and skills; helping them resolve problematic issues.
• Exhibitions are a visual form of providing information . They introduce parents to expected or past events in the group, kindergarten (promotions, competitions, excursions and holidays)
.
• Questioning - One of the active forms of obtaining and exchanging information on various issues of the work of a kindergarten . Questioning helps the teaching staff obtain the most complete information on certain issues, analyze it and correctly plan further work in this direction . On the other hand, questionnaires help parents think more seriously about this or that topic, evaluate their teaching capabilities, style of relationship with the child, etc.
Non-traditional forms of work are new forms of work that help better assist families in raising and educating a child.
• Kindergarten website The website contains information for parents : about the direction of work of the preschool educational institution , about the provision of services. Using the institution's website, parents can obtain information they are interested in about the work of the preschool educational institution .
• Photo exhibitions and photomontages for each group are prepared by teachers , where information about the life of the group , the successes of individual children, and competitions is posted. Photographs and products of collective children's creativity are also placed there.
• Carrying out actions - This form of joint activity has great educational significance not only for children who learn not only to accept gifts, but also to give. Parents will also not remain indifferent, seeing how their child enthusiastically plays with friends in kindergarten in a game long abandoned at home, and their favorite book has become even more interesting and sounds new in the circle of friends.
• Trust mail is one of the forms of information and analytical work . This is a box or notebook in which parents can put notes with their ideas and suggestions, and ask questions to specialists, a teacher or a methodologist. Questions asked are covered at parent meetings , become the topic of a parent club meeting, or are given in writing by specialists.
• Conducting master classes - A meeting at which parents demonstrate their achievements in the field of 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 clean up his toys and wash himself. At the end of the meeting the results are summarized.
• "Round table"
with
parents - The purpose of such events: in a non-traditional setting with the obligatory participation of specialists, discuss current problems of education parents
Parents who have expressed in writing or orally a desire to participate in a discussion of a particular topic with specialists
are invited round table meeting • Presentations help parents get acquainted with the main forms of work of a kindergarten with a family during the adaptation period. Parents the acquired knowledge in raising children in the family, thereby facilitating the adaptation period of their child’s stay in a preschool educational institution.
• Issues of family newspapers and posters. Newspapers and posters will help make an interesting family experience accessible to everyone, and those parents who are not very interested in the problems of education will be involved in one way or another in joint work . The parent newspaper is prepared by the parents themselves . In it, they note interesting incidents from the life of the family and share their experiences of education on certain issues. For example, “Family day off”, “My mom”, “My dad”, “I’m at home”, etc.
• Conducting training and business games. During these games, participants do not simply “absorb” certain knowledge, but construct a new model of actions and relationships. During the discussion, the game participants, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Training game exercises and tasks help to evaluate different ways of interacting with a child, choose more successful forms of addressing and communicating with him, and replacing undesirable ones with constructive ones. A parent involved in game training begins to communicate with the child and comprehends new truths.
• Joint walks and excursions. Every year, teachers plan several large-scale excursions. Parents are always the first helpers in their organization . Nothing brings people closer together than doing something interesting together, aimed at the benefit of children and their development. 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.
• Brochures, leaflets and booklets. They help parents learn about kindergarten. Brochures can describe the concept of the kindergarten and give general information about it . Parents can access benefits throughout the year.
• Exhibition of family heirlooms - these are items in a family or clan that are passed down from generation to generation (beads, boxes, amulets, figurines, etc.)
. Today you don't often hear about a family heirloom. Maybe because people began to forget their ancestors, their family traditions. An exhibition of family heirlooms helps children understand from an early age that human life is endless if descendants remember it.
Becoming active participants in the “social”
life and the learning process of their children, mothers and fathers feel like
“good
parents ” because they contribute to learning and acquire new teaching skills.
Family-centered practice is not defined as a set of forms and procedures . Rather, it requires a desire to adhere to values associated with respect for families, the need to listen to parents , and cooperate with them.
The effectiveness of interaction between a teacher and parents largely depends on the positive attitude of both parties, a flexible individual approach to each parent , and the ability to interest in informal methods of communication that interest . It is necessary to move away from the traditional understanding of working with parents and focus specifically on a constructive partnership, dialogue model of interaction with the family, based on parental requests and wishes .
Thus, the use of various forms of work with families of kindergarten students gives positive results. With all their work, preschool employees prove to parents that their involvement in teaching activities, interested participation in the educational process is important not because the teacher wants it, but because it is necessary for the development of their own child. The introduction of new federal state educational standards makes it possible to organize joint activities of kindergarten and family more effectively.
My work experience “Modern innovative technologies for working with parents in preschool educational institutions”
Saritskaya Natalya
My work experience “Modern innovative technologies for working with parents in preschool educational institutions”
How childhood passed, who led the child by the hand during childhood, 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
1. Explanatory note.
Education, as is known, refers to socially determined processes. The organization of the educational process is significantly influenced by the political, economic, sociocultural situation in the development of the state and society. The ongoing changes in state and social life significantly influence changes in the upbringing of children, but not all changes are useful and effective. Therefore, at present, interest in the problems of education has noticeably increased.
Not so long ago, the thesis was popular: “Educational institutions are called upon to educate children only, and education should take place in the family and public organizations.” Now we have to restore the educational potential of educational institutions, recreate in them educational connections and relationships between teachers, students and parents .
Strengthening the educational function of an educational institution necessitates improving the forms and methods of interaction between school and family, teachers and parents .
An important role in raising a child at certain age stages of personality development is played by the process of interaction between the family and the educational institution. Parents and teachers are well aware of the need for close interaction, which can be expressed in pedagogical support for the family in matters of raising children. Such interaction is necessary for both the family and the educational institution, which cannot fully resolve issues of upbringing and education without contact and mutual understanding with the families of its students.
Undoubtedly, parents have extensive influence on the process of shaping the child’s personality. In the family, the child’s ideas about good and evil, about decency, about respect for material and spiritual values are laid down. Family education organically merges with all the life activities of a growing person: in the family, the child is included in all vital types of activities - intellectual, cognitive, labor, social , artistic and creative, gaming, free communication. It (family education)
has a wide time range - lasts throughout a person’s life.
However, the educational capabilities of a family are directly dependent on the psychological, spiritual and moral climate present in it, the stability and stability of parental . The modern family has lost its original function: passing on spiritual, moral and cultural traditions to younger generations, understanding the very process of education as providing the child with not only physical, but also spiritual food. The family cannot always have a beneficial influence on the development and formation of the child’s personality; it is fraught with certain difficulties, contradictions, and shortcomings of educational influence. Many parents , not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out education intuitively.
And this does not always give positive results. A modern teacher must have a good understanding of the characteristics of the family, as well as the fact that the family plays the main role in shaping the child’s personality. All this allows us to foresee how family relationships can affect the child’s personal development, his character, and behavior.
Taking these factors into account, the teacher must carefully choose the directions and forms of work with parents . After all, the development of personality largely depends on the environment. The interaction of the teacher with parents is aimed at creating an educational environment, establishing partnerships, creating an atmosphere of mutual support and common interests of the teacher, child and parents .
Undoubtedly, it is necessary to take into account the high degree of importance of parents when constructing educational work with children , but the negative factors of family education should also be taken into account:
- lack of spirituality of parents , lack of desire for the spiritual development of the child;
— inadequate influence of material factors: priority of material well-being over the realization of spiritual needs;
— authoritarianism or extreme liberalism;
- lack of psychological climate in the family;
— illiteracy in psychological and pedagogical terms: lack of purposeful education, unprincipledness, inconsistency in the application of educational methods.
Only the joint efforts of the teacher and parents can lead to positive results in the education process.
The joint activities of teachers and parents can be successful if everyone is positive about working and acts together. Such interaction presupposes the unity of requirements and the organization of joint activities for the development and upbringing of the child.
One of the important forms of establishing contacts between teachers and parents of students is a parent meeting . Its purpose is to harmonize, coordinate and integrate the efforts of the educational institution and the family ( parents )
in creating conditions for the development of a spiritually rich, morally pure and physically healthy child’s personality.
Work with parents in an educational institution should not be episodic, carried out from time to time and without a system.
Introduction.
The first school for educating a growing person is the family. Here he learns to endure, rejoice, and sympathize. In a family environment, emotional and moral experience ; the family determines the level and content of the child’s emotional and social development. Therefore, it is so important to help parents understand that the development of a child’s personality should not follow a spontaneous path. The problem is aggravated by the fact that in our country, for decades, parents have strived for career growth, and the responsibility for raising a child has been shifted to teachers and educational institutions. As a result, serious problems have arisen in the relationship between parents and children . The closest people to a preschooler and the problems of his upbringing are teachers of preschool educational institutions who are interested in creating favorable conditions for the development of each child and increasing the degree of parental in the upbringing of their children. The full upbringing of a preschooler occurs under the simultaneous influence of family and preschool institution
Main thought.
The relationship between family and kindergarten is one of the most important factors in improving the education of the younger generation.
The following picture is often encountered in practice: parents have theoretical knowledge on the issues of raising and developing children, but they do not always know how to apply their knowledge in practice. This is where the help of a teacher is important, who will help parents transform theoretical knowledge into the practice of joyful communication with their child. It is no secret that favorable conditions for the development, education and upbringing of a child can be realized only if there is close interaction between two components - the family and the preschool educational institution.
My work with families of preschool children is organized based on the following principles:
— the parallel impact of kindergarten and family on children,
— complementarity of the impact of kindergarten and family on children,
— organizing joint activities of adults and children in kindergarten and family.
The goal of my work is to solve problems related to the revival of the traditions of family education, the involvement of parents in the pedagogical process of preschool educational institutions.
The main objectives of interaction between preschool educational institutions and parents are the following :
• Increasing the activity and responsibility of families of kindergarten students and involving them in cooperation in matters of child development.
• Providing information and educational support for parents’ of directions in development and education through the development of a competent pedagogical position in relation to their own child.
• Promoting the creation of conditions for the development of the child’s abilities in various types of educational activities, ensuring continuity of preparation for the next educational stage (schooling)
.
• Increasing the level of parental .
Working with preschoolers.
“Let's get to know each other” developed and implemented
,
“Family Traditions”
,
“Children drink milk and you will be healthy
.
During the implementation of the project “Drink milk, children will be healthy
.
A survey of children and parents was developed in order to find out whether they like milk, how often they consume it, etc. We conducted experiments with milk, themed entertainment, and didactic games with the children. We created a photo exhibition “We are researchers”
.
As a result of the project, parents appreciated the need, significance and benefits of milk for young children, and most children have developed a need for consuming milk and its benefits. The card index of didactic and role-playing games on this topic has been replenished. “We are researchers”
was created .
In the “Let's Get to Know You”
and
“Family Traditions” parents actively participated in the work and presented photo presentations of their family tree.
Working with parents .
For myself, I developed a certain criterion that allowed me to evaluate the activity of parents and their involvement in the pedagogical process. Later, I identified qualitative indicators for myself: initiative, responsibility, the attitude of parents towards the products of the activities of children and adults. This analysis made it possible to identify three groups of parents . Parents are activists who know how and enjoy participating in the educational process and see the value of any work of a child care institution . Parents are performers who take part subject to significant motivation. Parents are observers . A change in the perception of parents as participants in the educational process has led to a change in the understanding of the types of families: active participants in the educational process, interested in the success of their children; interested, but wanting to solve problems with the help of specialists; indifferent, living by the principle “I was raised the same way”
.
The younger generation will be like their family. Recognition of the priority of family education requires a different relationship between the family and the preschool institution. First of all, their novelty is determined by the concept of “interaction,” which is a way of organizing joint activities that are carried out through communication. I strive to ensure that both children and parents feel comfortable in the preschool educational institution, as well as to ensure that parents are confident in the support of their educational actions. In accordance with this, the position of the preschool institution in working with the family , namely, improving the forms and methods of cooperation between the preschool educational institution and the family in the comprehensive development of the child.
In addition to traditional forms of work for preschool educational institutions and families, I actively use innovative forms and methods :
• presentation of educational activities of preschool educational institutions;
• frontal and individual surveys of parents , studying the problems of families of pupils;
• information booklets;
• organization of “Open Days.”
• spending leisure time together;
• group meetings – workshops, master classes, round tables, discussions, video presentations;
• "Portfolio Day"
— creating a folder of your child’s successes and achievements every month;
• themed leisure activities “My Family”
,
“New Year's Kaleidoscope”
,
“Defenders of the Fatherland”
, “Trip to the Museum
• involvement in competitions (autumn crafts, bird feeders, snow buildings, New Year's toys);
• health holidays “Dad, Mom, I – a friendly family”
,
“Barefoot for a cold”
;
• joint entertainment within the framework of the Public Educational Program “Security”
.
• theatrical performances for children with the participation of parents “Living Hat.”
,
"The Adventures of Why"
.
Based on these positions, I welcome any form of inclusion of parents in the life of the kindergarten. For this:
• I inform parents about everything that is happening or will happen in the group and in kindergarten.
• I invite you to discuss the current situation in the development of the child and make a decision on further joint actions of teachers, specialists and parents capable of ensuring the successful development of pupils.
• I offer creative homework for parents with children , allowing them to establish a trusting relationship with the child, and at the same time participate in the educational process.
parents to participate in methodological activities: making costumes, game materials, video filming.
Our group organized “Days of Good Deeds”
when
parents helped repair toys, furniture or books, made educational materials for games, removed leaves or snow from the area, made cosmetic repairs to the group, and did landscaping and decoration of the area in the summer. Together with my parents , I created a subject-development environment in our group.
In my professional activities, I used a sample code of communication with parents :
• Always strive to be in a good mood and be pleasant to talk to.
• Always smile at parents and children .
• Try to feel the emotional state of the parents .
parents something positive about the child every time parents over .
• Give parents the opportunity to speak without interrupting them.
• Be emotionally balanced when communicating with parents , set an example of good manners and tact.
• In a difficult situation, try to set an example of compliance - this cannot damage your dignity, but you can strengthen it.
Working with teachers.
Today, all experts recognize the importance of involving parents in participation in the work of a kindergarten , however, in the real relationship between educators and parents, there is a certain disharmony. Therefore, educators must take the initiative and understand how to interact with each individual family for the benefit of the child. Using a personalized approach to parent , a variety of ways developed involve the majority of families .
I provide assistance to teachers in their interaction with guardians through the organization of psychological and pedagogical education for teachers. Educators require pedagogical and psychological assistance in solving problems “Educator - parent ”
To do this, I’ll tell teachers:
— presentations;
— open classes with the participation of parents ;
— pedagogical round table discussions;
— seminars;
Performance monitoring :
diagnostic techniques in my work parents to children . the work on pedagogical technologies is effective , to what extent teachers understand the tasks and how they solve them, how they evaluate their work , how they build communication with students and interactions with their parents ; Are parents with the organization of the educational process in kindergarten, do they participate in the life of the preschool educational institution their child attends. What methods of raising him are used at home, do the parents understand their child ; Is the child interested in kindergarten, is he comfortable in his family, etc.
For educators:
Questionnaire “Readiness for innovation ”
Questionnaire “Self-regulation of behavior of preschool children”
Questionnaire “Results of the year in preschool educational institutions”
For children:
Conversation “My kindergarten”
Observation “Development of social skills in children”
Diagnostic task “Drawing of a family”
For parents :
Questionnaire “ Parent about kindergarten ”
Questionnaire “ Parents about children’s independence”
Questionnaire “Results of the year. Parents »
Conclusion.
With all my work, I tried to prove to parents that their involvement in teaching activities, interested participation in the educational process is important not because the teacher wants it, but because it is necessary for the development of their own child. Family and kindergarten are two educational phenomena, each of which in its own way gives the child social experience , but only in combination with each other do they create optimal conditions for a little person to enter the big world. Only in harmonious interaction between kindergarten and family can one compensate and soften each other. For me, this became possible only through joining forces and cooperation with my parents . I do not stop there, I continue to look for new ways of cooperation with parents . After all, we have one goal - to educate future creators of life. What a person is like is the world he creates around himself. I would like to believe that our children, when they grow up, will love and protect their loved ones.
Bibliography.
1. N. P. Grishaeva “ Modern technologies for effective socialization of a child in preschool education”
2. Campbell. R. “How to truly love your child”
3. Eremeeva V. D. “Boys and girls are two different worlds”
4. Grigorieva A. A., Smetanina V. I. “Socialization of the child’s personality based on the interaction of family and kindergarten”
Traditional and non-traditional forms of work of preschool educational institutions with parents
1. Theoretical and methodological aspects of interaction between preschool educational institutions and families.
Interaction between preschool teacher and parents
Modern operating conditions of preschool institutions put interaction with the family at one of the leading places. According to experts, communication between teachers and parents should be based on the principles of openness, mutual understanding and trust. Parents are the main social customers of the kindergarten, so interaction between teachers and them is simply impossible without taking into account the interests and requests of the family. It is for this reason that many preschool institutions today are focused on finding forms and methods of work that allow them to take into account the current needs of parents and contribute to the formation of an active parental position.
Today, when parents often experience difficulties in communicating with their own child, one cannot limit oneself only to the promotion of pedagogical knowledge, in which parents are only passive participants. When teachers initiate interaction with families only on financial and economic issues, it hinders the development of versatile, constructive relationships that are beneficial to all participants in the educational process. Underestimation of family resources and the inability to “manage” them competently hinders the transition of both public and family education from one qualitative state to another.
The desire of preschool teachers to change the form of communication between teachers and parents is undoubtedly a positive trend. Effectively organized cooperation can give impetus to building interaction with the family on a qualitatively new basis, which involves not just joint participation in raising a child, but awareness of common goals, a trusting attitude and a desire for mutual understanding.
When organizing joint work between teachers and families within the framework of the new philosophy, it is necessary to observe the following basic principles:
• openness of the kindergarten to the family (each parent is provided with the opportunity to know and see how his child lives and develops); • cooperation between teachers and parents in raising children; • creation of an active developmental environment that provides unified approaches to personal development in the family and children's team; • diagnosis of general and specific problems in the development and upbringing of a child.
The main goal of teachers
preschool institution - to professionally help the family in raising children, while not replacing it, but complementing it and ensuring a more complete implementation of its educational functions: • development of the interests and needs of the child;
• distribution of duties and responsibilities between parents in constantly changing situations of raising children; • supporting openness in relationships between different generations in the family; • developing a family lifestyle, forming family traditions; • understanding and acceptance of the child’s individuality, trust and respect for him as a unique person. This goal is achieved through the following tasks:
• fostering respect for childhood and parenthood; • interaction with parents to study their family microenvironment; • increasing and promoting the general culture of the family and the psychological and pedagogical competence of parents; • providing practical and theoretical assistance to parents of pupils through the transmission of the fundamentals of theoretical knowledge and the formation of skills in practical work with children; • using various forms of cooperation and joint creativity with parents, based on an individually differentiated approach to families.
