Main directions of work with parents in the context of the implementation of the Federal State Educational Standard (FSES) Consultation on the topic
Consultation
“The main directions of work with parents in the conditions of implementation
Federal State Educational Standard "DO"
In conditions when the majority of families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of the child has increased. Parents, not having sufficient knowledge of the age and intellectual characteristics of the child’s development, sometimes carry out education blindly. All this, of course, does not bring positive results. And we, teachers, know that everything comes from the family, the main educators of children are parents!
Family and kindergarten are two sources that shape our future generation. Everyone knows that a child’s personality is formed by the age of 7, in kindergarten. Often we, teachers, and the parents of our students do not always have enough mutual understanding, tact, patience, even time to hear and understand each other, and all this is reflected in the upbringing of our children. It's no secret that many parents are only interested in food or clean clothes. Many people think that kindergarten is a place where they only look after children while parents are at work. And we, teachers, often experience difficulties in communicating with parents for these reasons.
A preschool institution faces two main questions:
• How to interest parents in working together?
• How to make them participants in the educational process?
After all, a positive result can only be achieved within a single educational space, implying interaction and cooperation between preschool teachers and parents throughout preschool childhood.
Modern families, different in composition, cultural traditions and views on education, have different understandings of the child’s place in the life of society. However, they are all united in wanting the very best for their baby, but, unfortunately, not everyone is ready to respond to the various initiatives of the kindergarten. The task of the teaching staff is to interest parents and involve them in the creation of a unified cultural and educational space “kindergarten-family”.
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 raising the younger generation. Recognition of the priority of family education requires other forms of interaction between family and kindergarten.
The leading goal of interaction between a kindergarten and a family is to create the necessary conditions for the development of responsible and interdependent relationships with the families of pupils, ensuring the holistic development of the preschooler’s personality and increasing the competence of parents in the field of education.
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 interest of parents in the activities of the preschool educational institution.
Both the teacher and the parent are adults who have their own psychological characteristics, age and individual characteristics, their own life experience and their own vision of problems. As long as an adult has enough knowledge for successful interaction, he has no doubts about this knowledge. There is a saying: “You can lead a horse to water, but you can’t make him drink” – and so it is with training. An adult learns based on pragmatic motives. New knowledge introduces a person to a different social reality: it gives a new vision of the problem and the world. The task of the teaching staff is to create conditions for fruitful cooperation with parents.
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 assume 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 puts parents off. 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.
Analyzing the forms of work with parents, we can roughly formulate
4 main areas of work with parents in the context of the implementation of the Federal State Educational Standard for Education: educational, information-analytical, visual-information, leisure.
- 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 and conduct of holidays, entertainment, and leisure activities.
— joint excursions;
— open GCD. Open screenings give 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 learn teaching and educational techniques from the teacher.
— joint creation of a subject-development environment;
— a helpline (all 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 and information direction.
Purpose: 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, so our parent corners are bright and attractive.
This direction includes:
— parent's 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 of 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: “Hello, I’m here.”
— photo exhibitions;
- publication of newspapers.
- Leisure direction:
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 must be put into preparing any celebration.
Meetings with parents at festive events always mobilize, make our everyday lives brighter, this increases our self-esteem as a teacher, parents gain satisfaction from working together and, accordingly, the authority of the kindergarten grows.
In this area you can organize:
- holidays that can end with tea. Mothers are mainly involved in raising children. They also mostly go to kindergarten.
- 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, unwavering pursuit of the chosen goal, and a constant search for new ways of cooperation with parents.
Literature:
- Internet resource - https://www.maam.ru/detskijsad/-osnovnye-napravlenija-raboty-s-roditeljami-v-uslovijah-realizaci-fgos-do.html
- 555 ideas for involving parents in kindergarten life. – M.: Sphere shopping center, 2011
- Innovative forms of interaction between preschool educational institutions and families: parent meetings and conferences, discussions, workshops, round table meetings/ed.-comp. N.M. Sertakova. – Volgograd: Teacher, 2015. -2013.
Goals, objectives and forms of interaction with the family
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The purpose of interaction with the family is to make parents active participants in the educational process, assisting them in realizing responsibility for the upbringing and education of children
Tasks of a preschool educational organization for working with families:
· constantly study the requests and needs for preschool education of families within the scope of activities of the preschool educational organization;
· increase the psychological competence of parents. Teach parents to communicate with children in forms appropriate to their age; non-traumatic techniques for managing children’s behavior;
· convince parents of the need to observe a daily routine for a preschool child that is consistent with the organization;
· teach parents various forms of organizing leisure time with children in the family;
· create situations of pleasant joint leisure time for children and parents in a preschool educational organization; conditions for confidential, informal communication between teachers and parents;
· help parents choose the right school for their child in accordance with his individual capabilities and abilities;
· constantly work to prevent violations and protect the rights and dignity of the child in the preschool organization and in the family.
A modern parent strives for dialogue; he wants his wishes for raising a child to be taken into account, his opinion to be heard, his views to be taken into account in the work of educators. This is not easy to do. Building harmonious, adequate interaction with parents requires a lot of patience, tact, and wisdom.
Research shows that the most difficult areas of building parent-child relationships are:
· the problem of the child’s free will and the limits of necessary control of his behavior by an adult;
· ways to influence a child’s behavior (the problem of rewards and punishments);
· the problem of adult self-control, managing one’s emotions and reflecting one’s parental behavior.
In this regard, the following main areas of interaction between preschool organizations and children’s families can be identified:
· ensuring comfortable adaptation of the child and his family to the conditions of the kindergarten;
· formation of children's health (parents together with group teachers and specialists, medical and psychological services), construction of individual programs for strengthening the child's health;
· establishing contact with parents and agreeing with them on the goals and values of educational activities;
· providing constant meaningful information about the life of children in kindergarten (in a kindergarten group);
· providing parents with the opportunity to improve their pedagogical competence, learn more about the age characteristics of children, about the characteristics of a child’s development in preschool age;
· creating a situation of pleasant joint leisure with the participation of children’s families;
· creating conditions for the realization of the creative potential of the family in organizing the lives of children in kindergarten.
We list the forms of cooperation with parents of preschool students:
· general lecture on the characteristics of a child of the appropriate age with general recommendations for creating a developmental environment at home;
· issuing a printed memo to each family, which contains a brief summary of the lecture’s provisions;
· selection and placement of appropriate reference material at the stand for parents;
· creation of a library for parents, including periodicals - methodological and educational;
· individual consultations taking into account the characteristics of each child (mobility, temperament, interests, etc.);
· workshop;
· Master Class;
· discussion club;
· round table.
The most effective forms of interaction and cooperation with families of pupils from the point of view of increasing parental competence are:
· role-playing game
aimed at finding non-standard and effective ways to influence a child in various situations;
· psychological communication training
, learning the ability to see the reaction of a communication partner and take it into account, changing your own communication style; learning the ability to understand and consciously use nonverbal components of communication;
· self-control and psycho-emotional self-regulation training
;
· reflection of one's own style
parental behavior and the formation of conscious attitudes towards the desired behavior.
Experience shows that modern parents are most interested in active forms of learning, such as practical classes and trainings.
The content of work in these areas, taking into account the proposed forms of interaction, can be presented as follows:
· in terms of ensuring comfortable adaptation of the child and family to kindergarten :
o build trust of parents and children in group teachers;
o help the child and parents master a new space;
o help parents master the implementation of all the main routine moments - eating, sleeping, going to the toilet, walking (dressing and undressing), playing in a preschool organization in order to synchronize the organization of the child’s life in the family and in kindergarten;
o ensure the establishment of contacts with peers;
o ensure a reduction in the general anxiety of parents;
o implement correspondence acquaintance with the group in the family through photographs and other forms;
o create and implement the tradition of welcoming a new child upon his first arrival;
o provide support for the child’s initiatives and provide him with the necessary assistance in sensitive moments on his initiative;
o provide children with the opportunity to get used to kindergarten, gradually increasing the duration of their stay;
o create conditions for the baby to stay together with his parents;
o draw up a plan for admitting children to the group;
o help parents choose the right course of behavior with their child during the adaptation period;
· regarding the formation of children’s health , the construction of individual programs for strengthening the child’s health:
o conduct regular preventive medical examinations of children and formulate recommendations from medical specialists to preserve and strengthen the health of children;
o organize individual consultations with parents on issues of protecting and promoting the health of children with the involvement of specialists from the children's clinic, medical workers and teachers of preschool organizations;
o create individual information sheets for parents with recommendations on the physical development of children;
o synchronize the daily routine in the preschool organization and in the child’s family, coordinate the diet in order to maintain the child’s health;
o involve parents in participating in sports events and health days, encouraging them to support their children’s physical activity;
· in terms of establishing contact with parents and agreeing on the goals and values of educational activities:
o talk about the educational organization and its program of activities (head
o preschool educational organization);
o use visual information on the walls of the organization;
o create printed information about the educational organization, handed out to parents;
o conduct a survey of parents to determine their needs for improving pedagogical competence;
· in terms of providing constant meaningful information about the life of children in the group:
o create information stands (information folders), ensuring the replacement of materials on them. When selecting the content of stands, take into account parental interests;
o hold exhibitions of children's works;
o tell parents about the life of children in the group and answer questions within the framework of time regulations and equality;
o create photo albums dedicated to children's parties, daily work with children, organization of walks, other interesting events (competitions, quizzes, meetings of children with interesting people, excursions, etc.);
· in terms of providing parents with the opportunity to improve their pedagogical competence, learn more about the age characteristics of children, about the characteristics of a child’s development in preschool age:
o conduct a parent lecture . Approximate topics of lectures, which are held, as a rule, in September - October: “Adaptation of the child and family to kindergarten”, “Psychological characteristics of a 2-3 year old child”, “Crisis of 3 years. Psychological characteristics of a child 3-4 years old”, “Psychological characteristics of a child 4-5 (5-6, 6-8) years old”;
o organize workshops focused not only on communicating certain information to parents, but also on developing certain skills in them (communication with children, organizing productive activities together with a child, organizing physical activity of children, etc.), and sharing experiences. Sample topics for workshops: “How to raise a helper”, “Interior of a nursery and the living space of a child at home”, “Holiday in the family”, “How to develop a child’s speech”, “How to organize a home theater”, “How to involve a child in artistic creativity” ", "How to instill in a child a love of reading", "What is school readiness and how to develop it in a child", "Preparing for literacy", "Preschoolers and the natural world", "Development of emotions: why is it important for a child", " What to do with your child in the summer";
o conduct discussion clubs where parents can ask questions that interest them and express their opinions. Sample topics for holding discussion clubs: “Does and Don’ts” at home and in kindergarten”, “What kind of music do we listen to with our children”, “TV, cinema, computer”, “Is there Santa Claus?”, “Choosing a school” ;
o organize round tables with the obligatory participation of kindergarten specialists, as well as invited consultants (psychologists, pediatricians, speech therapists, researchers and teachers of pedagogical colleges and universities). Sample topics for round tables: “Fairy tales in the life of a child”, “Toys in the life of a child”, “Boys and girls”, “Cognitive activity and information space of a child”, “Plot-role play and the development of a preschooler”, “Gifted child: how to support and develop children's talents", "Aggressive child: myths and reality";
o organize role-playing games aimed at finding non-standard and effective ways to influence a child in various situations. Examples of situations played out: “We are in a toy store. How to avoid children’s whims”, “How to calm a hyperactive child”, “How to help a child overcome childhood fears”, “How our word translates into action: what and how we say in the presence of a child”, “How to properly punish a naughty person”, “Punishment and encouragement ", "How to create a situation of success for a child and why it is important for him";
o organize psychological trainings for parent-child communication, trainings in self-control and psycho-emotional self-regulation in different situations;
· in terms of creating situations of pleasant joint leisure with the participation of children’s families, provide conditions for involving parents in organizing children’s parties, leisure activities, theatrical performances, and “Weekend Club” meetings as not only spectators or sponsors, but also active participants and initiators.
o Reasons for organizing joint leisure: children's birthdays, New Year, Defender of the Fatherland Day, International Women's Day, seasonal holidays based on folklore, professional holidays, international cultural holidays - International Music Day, International Theater Day, International Children's Book Day, World Poetry Day, World Smile Day, Day of Slavic Literature and Culture, seasonal holidays in the cultures of different countries, etc.;
· in terms of creating conditions for realizing the creative potential of the family :
o stage puppet and dramatic performances in which parents play the roles and show them to children;
o conduct master classes for parents on applied creativity, arts and crafts: organize exhibitions of joint creativity between children and parents, preschool teachers; family collections;
o carry out creative projects with the participation of families (theater, concert, etc.);
o carry out family research projects.
Information policy of an educational organization,
working under the Rainbow Program
Information that parents should receive on paper:
· business card of the manager with the logo, name of the organization, contact information, website address;
· memo for parents - a leaflet describing the corporate culture;
· list of necessary documents for a child’s admission to kindergarten;
· a list of things a child needs in kindergarten;
· advertising booklet and other souvenirs, if available (possibly made by children).
Current “feedback” about the life of the group . The work of educators with families can be divided into daily, weekly, monthly and one-time.
Daily work consists of:
· direct communications with parents, timed to certain routine moments at the beginning and end of the day;
· ensuring parents are systematically informed about the child’s life in kindergarten.
First of all, this purpose is served by an information stand for parents.
Approximate contents of a permanent information stand in the group:
· monthly medical program: current recommendations for hardening, health improvement, disease prevention, etc.; a list of necessary clothes for a boy/girl by season;
· characteristics of age-related psychological characteristics of children in this group;
· action plan for parents for the month;
· model of the group's day of life;
· last names, first names, patronymics of the group teachers, head and methodologist, psychologist and medical workers; parents' reception time;
· last names, first names, patronymics of additional education teachers, specialists, their professional portrait: education, length of service, area of creative interests (if any).
The work practice also includes providing parents with a reminder about the general rules of life of the group, as well as posting a daily report “How we spent the day” on the information stand (mini-stand).
Every week, each parent should have the opportunity to talk with the teacher about the individual development of their child. In order for this process to cease to be spontaneous and spontaneous, you need to create a schedule of conversations with parents about children. If necessary, such conversations with parents of problem children can even be held daily for a certain period of time (but no more than two weeks).
How to show your family educational work in a group . It is desirable that the enormous, innovative and versatile work of teachers should be immediately visible to everyone entering an educational organization.
The following will be successful in achieving this goal:
· exhibitions of children's works in groups, as well as thematic vernissages in corridors and halls (it is advisable to equip display cases for modeling and applied arts);
· thematic stands in the corridors with an abundance of informative large format photographs; photo galleries;
· presentations on the screen or in electronic photo frames;
· exhibition of publications about preschool organizations;
· information on the website, on social networks, on the forum;
· Various types of promotional products.
Advertising of an educational organization . Advertising is part of an organization's marketing activities. It is divided into informational and stimulating.
A preschool educational organization can use all existing types of advertising. The most common currently are the following:
· publication of information about the organization in address directories. Effective and necessary primarily in large cities, with an extensive, complex network of organizations - for all categories of organizations;
· creation of a website on the Internet;
· installation of advertising boards - near the kindergarten all year round, as well as on busy city highways during the period when parents actively choose a kindergarten: March-May, August. It is effective due to its novelty: preschool organizations still rarely use this form of advertising;
· publication of information and meaningful articles in the local press;
· informative information and commercials on local or cable
· television;
· development of advertising brochures for the organization;
· development of advertising and information posters, leaflets for placement in children's clinics, antenatal clinics, residential buildings;
· preparation of targeted information letters for distribution to families with preschool children;
· production of souvenirs - items with the symbols of the kindergarten (T-shirts, badges, envelopes).
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