Modern methods and forms of partnership between preschool educational institutions and families. Kindergarten teachers, school teachers and educators

Modern methods and forms of partnership between preschool educational institutions and families

Elena Vtorushina

Modern methods and forms of partnership between preschool educational institutions and families

"Modern methods

and forms of partnership interaction

Preschool educational institutions and families »

Teacher of GBDOU No. 71

Kirovsky district of St. Petersburg

Vtorushina Elena Borisovna

In accordance with the law of the Russian Federation “On Education”

, The Federal State Educational Standard for Preschool Education one of the priority tasks is “
interaction with the family to ensure the full development of the child.”
Raising children in modern society is a subject of special concern . In the Law of the Russian Federation “On Education”

Art.
18. paragraph 1 determines that parents are the first teachers. What a child acquires in the family , he retains throughout his entire subsequent life. The importance of the family as an educational institution is due to the fact that the child stays in it for a significant part of his life, and in terms of the duration of its impact on the individual, none of the educational institutions can compare with the family . Parents are obliged to lay the foundations for the moral, intellectual and physical development of the child’s personality in childhood. Thus, recognition by the state of the priority of family education requires a different relationship from the educational institution, namely interaction , trust and cooperation.
Cooperation is communication “as equals”

, where no one has the privilege of specifying, evaluating and controlling.
Interaction is a way of organizing joint activities that are carried out through communication. The kindergarten and the family should strive to create a unified space for the child’s development.
Modern trends in the development of preschool education are united by one important and significant criterion - its quality, which directly depends on the level of professional competence of teachers and the pedagogical culture of parents. Achieving a high quality of education for our students, fully satisfying the needs of parents and the interests of children, and creating a unified educational space for the child is possible only if a new system of interactions between the preschool educational institution and the family .

Today, the problem of interaction between kindergarten and family . And our preschool is no exception. On the one hand, parents trust the kindergarten and agree with the forms , methods and techniques of raising their children while they are in kindergarten. On the other hand, they are not ready to perceive teachers as partners and adhere to a single pedagogical line with them outside the kindergarten. Also, teachers more often see the parent not as a subject of joint activity, but as another object of education. The problem of interaction between a preschool institution and a family remains relevant today, sometimes acquiring an aggravated character.

The world is constantly becoming more complex; there is not enough time for real human communication. Therefore, we teachers need to organize these types of events with parents so that they are more interesting and more important than the daily affairs of parents. The task of the kindergarten is to turn its face to the family , provide it with pedagogical assistance, and attract the family to its side in terms of common approaches to raising a child.

A positive attitude towards communication is the solid foundation on which all the work of the group’s teachers with parents is built. The participation of parents in the lives of their children helps them see a lot; parents are different; they, like children, need a special approach. The changing modern family (financial and social stratification, abundance of the latest information technologies , wider educational opportunities) forces us to look for new forms of interaction .

Fathers and mothers need to remember that kindergarten is only an assistant in raising a child, and therefore they should not shift all responsibility to teachers and remove themselves from the educational process.

Today, the principles on which communication between teachers and parents are based have changed. In communication between a teacher and parents, the following are inappropriate: categoricality and a demanding tone. The teacher communicates with parents every day, and it depends on him what the family’s towards the kindergarten as a whole will be.

The main goal of all types of forms of interaction between a preschool educational institution and seven is to establish trusting relationships with children, parents and teachers, uniting them into one team, nurturing the need to share their problems with each other and solve them together.

The family and kindergarten are connected by common tasks in raising the child. Therefore, what is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions: family and kindergarten .

Conditions for effective interaction between Doe and family

1. Establishing the interests of each partner

2. Parents’ consent to active participation in the educational process and understanding of the importance of this participation

3. Joint formation of goals and objectives of activities

4. Use of active forms and methods of communication interaction feedback

5. Constant analysis of this process

The teaching staff of our kindergarten is constantly searching for new forms of interaction with the families of pupils that allow us to achieve real cooperation.

The most successful forms of working with parents are the following:

Visual information:

Teachers of our kindergarten actively use ICT technologies in their activities, have pages on social networks on the Internet, where they post useful information for parents , photo reports from events and holidays, and the daily life of children in preschool educational institutions.

Thus, the parents of our students have a new companion at home and a professional consultant on the most pressing issues and troubling problems. Parents got the opportunity to express their point of view, ask their questions and, finally, simply learn useful information .

Another new form of interaction between teachers and parents is the newspaper. With the electronic newspaper we publish, which we call “Znaykiny Vedomosti”
(see appendix),
we want to give novelty to the practice of
interaction between family and kindergarten in our group, to ensure the unity of education in kindergarten and at home. Tasks contributing to the implementation of this goal: providing timely information about the features of the work of our preschool institution, about the events taking place in the kindergarten.
We decided that the newspaper will help make the interesting life of preschool children accessible to everyone, and will involve those parents who are not very interested in the problems of education in one way or another in working together with teachers and children. And we managed to do this.

The newspaper writes about our children, their achievements and their problems. A newspaper for parents, among other advantages, has another undeniable quality - the element of coercion, which psychologists speak with alarm about, completely disappears here, emphasizing that it is this that repels parents and interferes with the perception of even interesting and significant information .

Each kindergarten group has a parent’s corner accessible to the perception of information , aesthetically and colorfully designed , in which parents can learn about the age characteristics of the child, events held in the preschool educational institution, and look at photographs depicting the interesting life in kindergarten.

Joint activities between children and adults can also be organized through the organization of various exhibitions of creative works.

Creative tasks reveal the potential of parents, hidden and sometimes even unconscious resources and opportunities for success. Exhibitions of works by parents made together with their children, participation of families in competitions for the best drawing, crafts made from natural materials not only enrich family leisure, but also unite children and adults in common activities.

Cognitive:

At the first parent meeting we make a presentation of our preschool. The purpose of which is to introduce parents to our preschool institution, its charter, development program, and the team of teachers.

As a result of this form of work, parents become interested in our preschool institution and also receive useful information about the content of work with children.

To comply with legal requirements, improve the educational process and inform parents, the kindergarten has created its own website, where regulatory documents of the preschool educational institution, information about employees , reminders and consultations, news from the life of the preschool educational institution, etc. are posted.

Forms , methods and means of interaction between teachers and families of students

The most productive and interesting forms of work , as noted by the parents themselves, are:

• group meetings in the form of debates , including game moments, with the invitation of specialists;

• master classes for parents;

• conducting mass forms of interaction with the families of pupils (holidays, competitions, etc.)

;

The traditional form of working with parents in any educational institution is the parent meeting. We believe that it is important to structure meetings and consultations for parents so that they are not formal , but, if possible, involve parents in solving problems, develop the spirit of fruitful cooperation, because modern parents do not want to listen to long and edifying reports from teachers. This means that at parent meetings such methods and techniques that activate the attention of tired parents, make it easier to remember the essence of conversations, and create a special mood for a friendly, frank conversation.

Consultations and master classes must be extremely clear, contain only the material necessary for parents and are conducted not for show, but for the benefit of the cause.

Leisure:

Joint holidays, entertainment, and physical education activities make it possible to introduce not only kindergarten students to a healthy lifestyle, but also their parents.

Physical education holidays help improve children’s motor skills, develop interest and need for physical exercise.

For us, the leisure area in working with parents turned out to be the most attractive, in demand, useful, but also the most difficult to organize. This is explained by the fact that any joint event allows parents to: see from the inside the problems of their child, difficulties in relationships , test different approaches, see how others do it, i.e. gain experience interacting not only with their child, but also with the parent community in in general.

It has become a very warm tradition of our group to hold an annual event in November dedicated to Mother’s Day.

During all these events, opportunities for cooperation and creativity are most fully revealed. Parents take an active part in competitions and contests. A holiday in kindergarten is always joy, fun, celebration, which is shared by adults and children. Parents are the dearest and closest people! They see that children are proud of them, they want to dance, sing, and play with them. Years will pass, children will forget the songs that were played at the holiday, but in their memory they will forever retain the warmth of communication and the joy of empathy. Such events, in my opinion, bring families , provide an opportunity to look at each other in a new environment, strengthen the development of relationships between children and parents through inclusion in joint activities, and enrich relationships through emotional communication. It’s not for nothing that the proverb says, “A child grows not from bread, but from joy.”

Labor or economic:

In modern conditions, it is difficult for a preschool organization to do without the support of parents. That is why much of our work is done by the hands of the fathers and mothers of our children. They help in organizing a developing subject-spatial environment in groups.

The creation of a unified educational space, a subject-spatial developmental environment in groups is impossible without the participation of parents.

Family and preschool are two important social institutions for the socialization of a child. Positive results are achieved only with a skillful combination of different forms of cooperation . The main thing in the work is to gain trust and authority, to convince parents of the importance and necessity of coordinated actions between the family and the preschool institution. Without parental participation, the upbringing process is impossible, or at least incomplete. Therefore, special attention should be paid to the introduction of new forms of cooperation aimed at organizing individual work with families and a differentiated approach to families of different types .

Our group annually develops a plan for joint activities with the parents of students. The events are designed in such a way that they meet the annual goals of the preschool educational institution, the interests and needs of parents, and the capabilities of teachers. The problem of involving parents in a single space for child development in our preschool educational institution is solved in three directions:

1) Working with the preschool educational institution team to organize interaction with the family , familiarizing teachers with the system of new forms of working with parents .

2) Improving the pedagogical culture of parents.

3) Involving parents in the activities of preschool educational institutions, working together to exchange experiences.

I see the main tasks of my work as follows:

1) Establish partnerships with the family of each student;

2) Join efforts for the development and education of children;

3) Create an atmosphere of mutual understanding , community of interests, emotional mutual support ;

4) Activate and enrich the educational skills of parents;

5) Maintain their confidence in their own teaching capabilities.

The principles of interaction with parents are:

1) Friendly style of communication between teachers and parents.

A positive attitude towards communication is the solid foundation on which all the work of the group’s teachers with parents is built. In communication between a teacher and parents, categoricality and a demanding tone are inappropriate. The teacher communicates with parents every day, and it depends on him what the family’s towards the kindergarten as a whole will be.

2) 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. Here, both the human and pedagogical ability of the teacher to calm the parent, sympathize and think together about how to help the child in a given situation will be useful.

3) Collaboration, not mentoring.

Modern fathers and mothers, for the most part, are literate people, and, of course, know well how they should raise their own children. Therefore, the position of instruction and simple propaganda of pedagogical knowledge is unlikely to bring positive results today. It will be much more effective to create an atmosphere of mutual assistance and family support in difficult pedagogical situations.

4) We prepare seriously.

Any event, even the smallest one, to work with parents must be carefully and seriously prepared. The main thing in this work is quality, not quantity. A weak, poorly prepared parent meeting or master class can negatively affect the positive image of the institution as a whole.

5) Dynamism.

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.

In order to plan work with parents, you need to know your students’ parents well. Therefore, it is necessary to start with an analysis of the social composition of parents, their mood and expectations of their child’s stay in kindergarten. Conducting surveys and personal conversations on this topic will help to properly organize work with parents, make it effective, and select interesting forms of interaction with the family . Every year in September, group teachers conduct a survey among parents of students on the topic: “Social portrait of the family ”

.Based on the results of studying the questionnaires, the following was revealed: if earlier parents were divided into a group of employees and workers, then with the change in social conditions, entrepreneurs appeared, unemployed, many single-parent families, there are large
families . Analysis of the pupils’ drawings on the topic: “My
family ” ,
“My home “
also helps to understand how the child is treated at home.

Parents of children attending preschool educational institutions today can be divided into three groups.

The first group are parents who are very busy at work, for whom kindergarten is simply vital. But, despite this, they expect from the kindergarten not only good supervision and care for the child, but also full development, health improvement, training and education, and organization of interesting leisure time. Due to their busy schedule, this parent group is unlikely to be able to actively attend consultations, seminars, and trainings. But with the correct organization of interaction , they will be happy to prepare family work at home together with the child for a competition, exhibition, and at a convenient time for them will take part in pre-announced events.

The second group consists of parents with a convenient work schedule and non-working grandparents. Children from such families might not attend kindergarten, but parents do not want to deprive the child of full-fledged children's communication, games with peers, development and learning. The task of teachers is to prevent this parent group from remaining in the position of a passive observer; they must be involved in the work of the kindergarten.

The third group is families with non-working mothers. These parents also expect from the kindergarten interesting communication with peers, learning skills for behavior in a team, maintaining the correct daily routine, learning and development. The teacher’s task is to select energetic mothers from this group of parents who will become an asset to the parent community and reliable assistants to educators. The teacher must rely on this parent group in preparing parent meetings, holding holidays, competitions, exhibitions, etc.

“Autumn Fantasies” also contributes to the rapprochement of children and parents, as well as the teacher.

,
“Christmas Tale”
,
“Generous Autumn”
,
“Talisman of the Year”
and others, help strengthen
the interaction of the kindergarten with the families of the pupils . An important aspect of competitions is the competitive spirit, which helps parents of the same group unite. Throughout the year, the group’s teachers prepare newspapers : “Mom’s Beloved”
;
"My Pets"
and others. Each issue of the newspaper is devoted to a specific topic.

And finally, joint cleanup days with parents and children, where the work skills of both parents and their children are demonstrated. The main goal of such events is to strengthen parent-child relationships. As a result, children develop hard work, accuracy, attention to loved ones, and respect for work.

I would like to talk about one important point in the system of working with parents. Every person, having done some work, needs to have his work evaluated. Our parents need this too. “Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. I always do this, at any opportunity, and my parents pay me the same.

Trusting relationships are established gradually in the joint activities of parents and the teacher. The upbringing and development of a child is not possible 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.

What is laid down by upbringing in a family , at an early stage of a child’s development, remains in him for many years, helping his socialization in society. O. D. Kvashnina o The family creates for the child certain guidelines for his future behavior. A joint business, a joint task solved by the family , allows the child to show his best qualities. It is important that from a very early age in the family the child develops the desire to fulfill certain responsibilities according to his abilities. When talking about the ideals of education, one should pay attention to the important idea expressed by M. M. Bakhtin about the ideal, authoritative image, “which is not contemplated, but followed”

Today we can say that we have developed a certain system in working with parents. The use of various forms of work has yielded certain results: many parents from the “spectators”

and
“observers”
became active assistants to the teacher, an atmosphere
of mutual respect .
Experience has shown that the position of parents as educators has become more flexible. They now feel more competent in raising children. Many parents began to show sincere interest in the life of the group, learned to express admiration for the results and products of children's activities, and emotionally support their child.

Family and kindergarten are two educational phenomena, each of which gives the child social experience in its own way, but only in combination with each other do they create optimal conditions for a little person to enter the big world. For us, this became possible only through joining forces and cooperation. Gradually, misunderstanding and mistrust of parents disappeared. Interaction between parents and kindergarten rarely occurs immediately. This is a long process, long and painstaking work that requires patient, steady pursuit of the chosen goal. We do not rest on our laurels, we continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life. I would like to believe that our children, when they grow up, will love and protect their loved ones.

Sukhomlinsky said: “Children are happiness created by our labor. Classes and meetings with children, of course, require mental strength, time, and labor. But we are happy when our children are happy, when their eyes are filled with joy.”

Interaction between family and kindergarten in modern conditions

Galina Shchedrova

Interaction between family and kindergarten in modern conditions

The upbringing of the younger generation in modern society is a subject of special concern. In the Law of the Russian Federation “On Education”

Art.
18. paragraph 1 determines that parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality in childhood . Thus, recognition by the state of the priority of family education requires a different relationship and educational institution, namely cooperation, interaction and trust .
Cooperation is communication “as equals”

, where no one has the privilege to indicate, control, evaluate.
Interaction is a way of organizing joint activities that are carried out through communication. The kindergarten and the family should strive to create a unified space for the child’s development.
Modern trends in the development of preschool education are united by one important and significant criterion - its quality, which directly depends on the level of professional competence of teachers and the pedagogical culture of parents. Achieving a high quality of education for our students, fully satisfying the needs of parents and the interests of children, and creating a unified educational space for the child is possible only if a new system of interactions between the preschool educational institution and the family .

The problem of interaction between preschool educational institutions and families has recently become one of the most pressing. The changing modern family (financial and social stratification, abundance of the latest information technologies, wider educational opportunities) forces us to look for new forms of interaction . Fathers and mothers need to remember that kindergarten is only an assistant in raising a child, and therefore they should not shift all responsibility to teachers and withdraw from the educational process.

Our group annually develops a plan for joint activities with the parents of students. The events are designed in such a way that they meet the annual goals of the preschool educational institution, the interests and needs of parents, and the capabilities of teachers. The problem of involving parents in a single space of child development in our preschool educational institution is solved in three directions:

1) Working with the preschool educational institution team to organize interaction with families , familiarizing teachers with the system of new forms of working with parents.

2) Improving the pedagogical culture of parents.

3) Involving parents in the activities of preschool educational institutions, working together to exchange experiences.

I see the main tasks of my work as follows:

1) Establish partnerships with the family of each student;

2) Join efforts for the development and education of children;

3) Create an atmosphere of mutual understanding , community of interests, emotional mutual support ;

4) Activate and enrich the educational skills of parents;

5) Maintain their confidence in their own teaching capabilities.

The principles of interaction with parents are:

1) Friendly style of communication between teachers and parents.

2) Individual approach.

3) Collaboration, not mentoring.

4) We prepare seriously.

Any event, even the smallest one, to work with parents must be carefully and seriously prepared. The main thing in this work is quality, not quantity. A weak, poorly prepared parent meeting or workshop can negatively affect the positive image of the institution as a whole.

5) Dynamism.

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.

In order to plan work with parents, you need to know your students’ parents well. Therefore, it is necessary to start with an analysis of the social composition of parents, their mood and expectations of their child’s stay in kindergarten. Conducting surveys and personal conversations on this topic will help to properly organize work with parents, make it effective, and select interesting forms of interaction with the family . Every year in September, group teachers conduct a survey among parents of students on the topic: “Social portrait of the family ”

.Based on the results of studying the questionnaires, the following was revealed: if earlier parents were divided into a group of employees and workers, then with the change in social
conditions , entrepreneurs appeared, unemployed, many single-parent families, there are large families . Analysis of the pupils’ drawings on the topic: “My
family ” ,
“My home “
also helps to understand how the child is treated at home.

Parents of children attending preschool educational institutions today can be divided into three groups.

The first group are parents who are very busy at work, for whom kindergarten is simply vital. But, despite this, they expect from the kindergarten not only good supervision and care for the child, but also full development, health improvement, training and education, and organization of interesting leisure time. Due to their busy schedule, this parent group is unlikely to be able to actively attend consultations, seminars, and trainings. But with the correct organization of interaction , they will be happy to prepare family work at home together with the child for a competition, exhibition, and at a convenient time for them will take part in pre-announced events.

The second group consists of parents with a convenient work schedule and non-working grandparents. Children from such families might not attend kindergarten, but parents do not want to deprive the child of full-fledged children's communication , games with peers, development and learning. The task of teachers is to prevent this parent group from remaining in the position of a passive observer; they must be involved in the work of the kindergarten .

The third group is families with non-working mothers. These parents also expect from the kindergarten interesting communication with peers, learning skills for behavior in a team, maintaining the correct daily routine, learning and development. The teacher’s task is to select energetic mothers from this parent group who will become members of parent committees and active assistants to educators. The teacher must rely on this parent group in preparing parent meetings, holding holidays, competitions, exhibitions, etc.

The content of work with parents is implemented through various forms. The main thing is to convey knowledge to parents. There are traditional and non-traditional forms of communication between teachers and parents of preschool children.

Traditional forms are divided into collective (parent meetings, conferences, round tables)

and individual (conversations, consultations, home visits, as well as visual and informational
(exhibitions, stands, screens, sliding folders)
.

Non-traditional forms of organizing communication between teachers and parents.

1) Information and analytical. This includes identifying

interests, needs, requests of parents, level of their pedagogical literacy. Conducted with the help of socialist cross-sections and surveys.

2) Cognitive. Familiarization of parents with age and

psychological characteristics of preschool children. Formation of practical skills in raising children in parents. There are seminars and workshops, a pedagogical lounge, meetings in a non-traditional form, and a pedagogical library for parents.

3) Visual and informational. Introducing parents to work

Preschool educational institution, peculiarities of raising children. These are information projects for parents, organization of days (weeks)

open doors, open viewings of classes and other activities of children, publication of newspapers.

4) Leisure. Establishing emotional contact between

teachers, children. These are joint leisure activities, holidays, participation of parents and children in exhibitions, etc.

In working with all parent groups, we actively use a variety of forms, both traditional and non-traditional.

Working in this direction for more than 5 years, a lot of work has been done with parents. I introduce parents to the life of the kindergarten and their child through parent meetings, corners, information stands and newspapers, conduct consultations, conversations with video recordings, entertainment with parents and, finally, classes with the participation of parents. I convince them of the need to systematically organize these activities. Nothing brings parents, teachers and children closer together than joint events that are interesting and varied.

For me, the leisure area in working with parents turned out to be the most attractive, in demand, useful, but also the most difficult to organize. This is explained by the fact that any joint event allows parents to: see from the inside the problems of their child, difficulties in relationships , test different approaches, see how others do it, i.e. gain experience interacting not only with their child, but also with the parent community in in general.

The annual event in November dedicated to Mother's Day

.
Both mothers with their children and fathers with their children take part in such entertainment at the “Knight’s Tournament”
.
Parents are so grateful to the universal union that they even write positive reviews in central newspapers. The purpose of these meetings was: to develop relationships between children and parents through inclusion in joint activities, to enrich relationships through emotional communication. It’s not for nothing that the proverb says, “A child grows not from bread, but from joy
.

A holiday in a kindergarten is joy, fun, celebration, which is shared by both adults and children. Parents are the dearest and closest people! They see that children are proud of them, they want to dance, sing, and play with them. Years will pass, children will forget the songs that were played at the holiday, but in their memory they will forever retain the warmth of communication and the joy of empathy. I developed and successfully implemented the “Birthday”

in 2009-2010 This project could not have happened without the participation of parents. They participated in the roles of Clowns, Fairies, Spring, Pencil during the holidays. V. A. Sukhomlinsky said: “Children are happiness created by our labor. Classes and meetings with children, of course, require mental strength, time, and labor. But we are happy when our children are happy, when their eyes are filled with joy.”

Therefore, I decided - let the holiday meetings take place constantly and be bright, useful and exciting, because as a result of their holding, positive relationships between parents and their children are formed, emotional contacts are established.

There was also entertainment with the participation of parents “Fairy Tale, I Know You”
(January, 2009)
.
Here parents and children showed all their knowledge and skills, and of course “friendship”
.
But at the open event in the city “Autumn Fair” (December, 2009),
parents also made a big contribution, playing the roles of Good Fellow and Bear. The children were delighted with the participation of their parents at such a holiday.

In our kindergarten it has become traditional to hold sports festivals dedicated to “February 23”

.
Our boys willingly compete with a subgroup of dads. When they are carried out, conditions not only for the physical development and strengthening of the health of all participants, but also for family .
In a warm atmosphere, over a cup of tea, tea parties are held with mothers and grandmothers, where women-mothers are celebrated, who, while raising their children, give the warmth of their hearts to other children.

The rapprochement of children and parents, as well as the teacher, is also facilitated by the use of such a form of work as creating a role for the parent in the open lesson of the week “Specialist”

. The parent was involved in the educational process of the group, with the obligatory announcement of gratitude from the teachers and children.

Constantly holding various competitions and exhibitions “Miracle Vegetable”

,
“Christmas tree - green needle”
,
“Generous autumn”
,
“Transport of our city”
and others, allow us to strengthen
the interaction of the kindergarten with the families of the pupils .
An important aspect of competitions is the competitive spirit, which helps parents of the same group unite. Throughout the year, the group’s teachers prepare newspapers: “My mother is the most beloved”

;
"My dad is a soldier"
;
“How We Spent the Summer”
and others. Each issue of the newspaper is devoted to a specific topic.

And finally, joint cleanup days with parents and children, where the work skills of both parents and their children are demonstrated. The main goal of such events is to strengthen parent-child relationships . As a result, children develop hard work, accuracy, attention to loved ones, and respect for work.

I would like to say about one important point about the system of working with parents. Every person, having done some work, needs to have his work evaluated. Our parents need this too. “Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. I always do this whenever possible, and my parents pay me the same.

In modern conditions, it is difficult for a kindergarten to do without the support of parents. That is why a lot of things in our group are made by the hands of our children’s fathers and mothers (furniture - a bed and a sofa, clothes for dolls, bed linen, a non-standard ladder and much more).

Trusting relationships are established gradually in the joint activities of parents and the teacher. At events such as “Days of Good Deeds”

- repair of the group, toys, furniture, assistance in creating a subject-development environment in the group, an atmosphere of peace and warm
relationships between teachers and parents was established.
Together we strived to make the children in the group feel good and comfortable. The upbringing and development of a child is not possible 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.

Today we can say that I have developed a certain system in working with parents. The use of various forms of work has given certain results: parents are “spectators”

and
“observers”
became active participants in meetings and assistants to the teacher, an atmosphere
of mutual respect .
Experience has shown that the position of parents as educators has become more flexible. They now feel more competent in raising children. Parents began to show sincere interest in the life of the group, learned to express admiration for the results and products of children's activities , and emotionally support their child.

Family and kindergarten are two educational phenomena, each of which gives the child social experience in its own way, but only in combination with each other do they create optimal conditions for a little person to enter the big world. For me, this became possible only through joining forces and cooperation. Gradually, misunderstanding and mistrust of parents disappeared. Interaction between parents and kindergarten rarely occurs immediately. This is a long process, long and painstaking work, requiring patient, unwavering adherence to the chosen goal. 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. I would like to believe that our children, when they grow up, will love and protect their loved ones.

“Pedagogical foundations of interaction between preschool educational institutions and families”

«Pedagogical foundations of interaction between preschool educational institutions and families"

Performed by the teacher of the SP DS “Topolek”

GBOU secondary school in the village of Buzaevka Konovalova Svetlana Ivanovna.

on the topic

“Master class for parents of the senior group on developing skills in organizing play activities in the family”

Form of conduct

: Parent meeting

Audience

: parents of senior group students.

Number of participants

: 2 teachers, parents of senior group pupils.

Tasks

1.Help parents understand that play is an important activity in preschool age.

2. Show parents the importance of playing together in the family for the development of the child.

3. Discuss the issue of the gaming environment about organization in a family setting.

Expected results:

1. Parents systematically play different games with their child (role-playing games, board games, mobile games, finger games, etc.).

2.Create conditions at home for different types of games, allocating a specific place for this.

Information and technical support:

1. Design of the poster “Game is the spark that ignites the flame of playfulness and curiosity”

2. Exhibition of books and magazines on the topic “Game activity”

Materials and equipment

- clothespins, cardboard circle;

- buttons;

-pictures for comparison;

- sheets of paper on which different animals and their houses are glued;

-notes for parents with the names of different materials;

-egg shells, cardboard, plasticine;

- pasta of various shapes;

-dough;

-sheets of paper, pencils, felt-tip pens.

Logic:

Educator:

Good evening, dear parents! Today at the parent meeting we will talk on the topic “Organization of gaming activities in the family” and in the future we will show a master class of games from scrap materials that can be found in any family.

And so, play occupies a special place in the life of a preschooler. Independent forms of play are most important for a child’s development. In such games, the child’s personality is most fully manifested, therefore the game is a means of comprehensive development (mental, aesthetic, moral, physical).

First, let's play a game called “Associations.” The key word is game. Choose words that are associated with this word. (Excitement, children, activities, toys, actions, roles, rules, dolls...)

The game can be viewed from different perspectives. The child’s play is the main way of mastering the world, which she passes through the prism of her subjectivity. A person who plays is a person who creates his own world, which means he is a creative person. From the perspective of psychology, the influence of the game on the general mental development of the child is noted: on the formation of his perception, memory, imagination, thinking; to the development of its arbitrariness. The social aspect is manifested in the fact that play is a form of assimilation of social experience; its development occurs under the influence of the adults around children.

Dear parents, at home, playing with your children, you can solve several problems at once - communicating with children and developing their vision. Organize a game. Most likely, the child will not have an interest in the game unless you specifically organize it. Therefore, strive to ensure that any action is played out and included in some interesting plot. Let your child find the solution himself. Each game is educational in nature and serves to achieve a specific goal. In order for the goal to be achieved and the lesson to be useful, give the child maximum independence. Don't complete the task for him; let him come to the right decision himself. We present to you a master class of games with children at home using the simplest and most readily available things.

Game "Clothespins"

Attach clothespins to a cardboard circle to create a “sun” or “flower”. You can design the toy in the shape of a hedgehog, with clothespins acting as needles. Suggest removing all the clothespins and then reattaching them. You can stick numbers on cardboard and invite the child to attach as many clothespins as the number on the cardboard. If there are a lot of clothespins and they are of different colors, then the children themselves can come up with a lot of crafts. The game develops fine motor skills and visual-motor coordination.

Game "Buttons"

Mix several sets of buttons and have your child sort them. The game develops visual attention and perception. Place buttons in piles (towers). Compete with the child whose pile will be higher. The game develops visual-motor coordination and hand motor skills. Place a variety of buttons on the table. Ask your child to choose all the red ones; all small; all buttons have two holes, etc. The game develops visual attention.

Game "Compare Pictures"

All children love to look for differences in two seemingly identical images. This fun from our childhood also develops visual attention and observation skills well.

Game
“Where, whose house?
» Draw or stick some animals and houses for them. From each animal to the house, draw ornate paths of different colors. Let your child determine who has which house without tracing the lines with their finger. If this is difficult, then at first you can allow the use of a finger or pencil, but remove it over time. This exercise develops the functions of following lines with the eyes and develops visual attention.

Educator

: The task of adults is to help the child organize the game and make it exciting.
And a question for you, parents. Do you remember what you played in your childhood? ( parents' answers are listened to)
Educator:

In the game, a child acquires new knowledge and refines existing knowledge, activates his vocabulary, develops curiosity and inquisitiveness, as well as moral qualities: will, courage, endurance, and the ability to yield. The beginnings of collectivism are formed in him. In play, a child depicts what he has seen and experienced; he masters the experience of human activity. The game develops an attitude towards people and life; the positive attitude of games helps to maintain a cheerful mood.

— The whole family spends a lot of time in the kitchen, especially women. Do you think it’s possible for a child to find something to do there? What can a child do using the following materials? (parents pull out notes)

Game "Egg Shell"

Crush the shell into pieces that a child can easily pick up with their fingers. Apply a thin layer of plasticine to the cardboard - this is the background, and then invite the child to lay out a pattern or design from the shell.

Game "Dough"

We sculpt whatever you want. Let the child make toys, food for dolls from this dough, or simply knead it in his hands. This dough, packed in a plastic bag, can be stored in the refrigerator for a long time.

Game
“Pasta”
Lay out fancy patterns on a table or sheet of paper, simultaneously studying shapes and colors. Pour different types of pasta into a bowl (shells, spirals, tubes) and invite your child to sort them. Count with your child how much pasta of each type was in the bowl. In addition, tube pasta can be strung on a string to create beads. At the same time, fine motor skills are trained.

Creative work “A toy in my child’s life”

Educator:

We are now convinced that you can play with your child in the kitchen too. Every child has a favorite toy that they play with most often, and you respect their choice.

Assignment to parents:

draw a picture with your son or daughter’s favorite toys.
And now we will read out the children’s answers, whether they coincide with the drawings that you drew ( children’s answers to the questions
“What is your favorite toy?”, “How do you play with it?”)

Summarizing

. The game requires practice. Play with your children as often as possible. Welcome the expression of all feelings, but not all behavior. Support children's efforts to maintain good relationships with peers. Let's play with our children as often as possible. Remember: play is an excellent source of strengthening a child’s physical, spiritual, and emotional well-being. Joint play between a child and an adult is not only the main means of development of a little person, but also a tool that promotes mutual understanding between different generations. Discover the world with your child! Bright and exciting toys are designed specifically to encourage your child's curiosity. Thank you all very much.

Objectives and forms of interaction between a preschool institution and the family; consultation on the topic

Tasks and forms of organizing interaction between a preschool institution and the family.

Successful solution of educational problems is possible only by combining the efforts of educational institutions and families.

The content of cooperation between a preschool institution and a family includes three main areas: psychological and pedagogical education of parents, involvement of parents in the educational process, participation of families of students in managing the educational process in kindergarten.

The main directions of organizing the work of a preschool institution with a family:

- compilation of characteristics of students’ families (composition of parents, scope of their employment, educational and social level, etc.); - organization of diagnostic work to study families; - use of optimal forms and methods in differentiated group and individual work with families; - organization of psychological and pedagogical education of parents; - creation of a system of mass events with parents, work on organizing joint socially significant activities and leisure time for parents and students (pupils); - identification and use in practical activities of the positive experience of family education; - introduction of traditions of folk pedagogy into family education; - provision of helping parents in forming a moral lifestyle for the family, in preventing negative manifestations in children; - using various forms of cooperation with parents and fathers; - creating conditions to ensure the rights of parents to participate in the management of an educational institution, organizing the educational process; - active inclusion in work with the family of a psychologist, social educators, additional education teachers, organizing teachers, educators; - assisting parents in developing their children’s social experience, communication skills and abilities; - developing a thematic design for working with families (hall, corner for parents, museum family traditions, etc.); - expansion of the scope of additional educational and leisure services.

In the preschool education system, interaction between teachers and parents is carried out mainly through:

— involving parents in the pedagogical process; — unlimited (in time) stay of parents in a preschool educational institution during the period of adaptation of the child; — information and pedagogical materials, exhibitions of children’s works, which allow parents to become more familiar with the specifics of a preschool institution, introduce them to its educational and developmental environment; - combining the efforts of a teacher and a parent in joint activities for the upbringing and development of a child: these relationships should be considered as the art of dialogue between adults and a specific child based on knowledge of the mental characteristics of his age, taking into account the interests, abilities and previous experience of the child;

— various programs for joint activities of children and parents; — a system of socio-legal and medical-pedagogical classes for parents (universities, lectures, workshops, etc.); — respectful relationship between family and educational institution.

Work with parents in kindergarten can be organized using the following forms of work with families: parent universities; conferences; individual and thematic consultations; parent meetings; lectures; trainings.

One of the main and most common forms of work with all parents is parent meetings, which are:

— orientation or instructive sessions, during which parents are introduced to changes in the educational process; — introducing analytical materials from the life of an educational institution (about academic performance, medical examination, etc.) without mentioning the names of students and parents; - advisory, here we discuss certain activities that require advice, support, and parental approval; — meetings convened to address any emergency; - joint with children and parents; — reporting; - related to the organization of assistance to individual families and children; — informational and educational, devoted to the consideration of problems related to education and training.

It is better to build communication with parents during pedagogical comprehensive education classes in the form of lectures, conversations, dialogue, give examples from practice while presenting the issue, and at the end of the lesson solve pedagogical problems that allow you to activate the acquired knowledge and consolidate it.

The purpose of parent universities in an educational institution is the psychological and pedagogical education of parents. The forms of classes at the parent university can be very diverse: conferences, question and answer hours on a current topic, lectures, workshops, parent rings.

The conference is a form of parent education that expands, deepens and consolidates parents’ knowledge about raising children on a specific topic. Conferences require serious and thorough preparation. Photo exhibitions, a book stall on the conference theme, exhibitions of student work, etc. are being prepared for the conferences. Various services of the educational institution develop and distribute to parents recommendations on the topic of the conference, which parents can use in raising their children.

Thematic and individual consultations are carried out at the request of the parents themselves or on the recommendation of teachers if the parents are not able to deal with the problem on their own. Each consultation involves not only a discussion of the problem, but also practical recommendations for solving it.

Trainings as a form of correction of relationships between children and parents are the responsibility of a teacher-psychologist. Training sessions for children and their parents allow them to build relationships in a new way, promote understanding of the interests and needs of children and the requirements of parents.

The parent ring is an opportunity to discuss various situations in raising children, to study the experience of overcoming problems and conflict situations, and to get acquainted with different points of view of parents on one or another problem of raising children proposed for discussion. In the analysis of the situation, different points of view of parents on the problem are studied, and a way out of the current situation is discussed. Educating the parents of the group also plays a huge role, since a practical solution to already pressing problems that require emergency measures and immediate solutions is proposed.