Interaction and cooperation with parents of preschool children in the context of the implementation of the Federal State Educational Standard
Svetlana Lin
Interaction and cooperation with parents of preschool children in the context of the implementation of the Federal State Educational Standard
“The family is the primary environment
where a person must learn to do good.”
Vasily Sukhomlinsky
The first school for educating a growing person is the family. Here he learns to love, endure, rejoice, and sympathize. Any pedagogical system without a family is a pure abstraction. In conditions , emotional and moral experience develops; 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.
Modern life is characterized by rapid and profound changes. The preschool education system is also changing and improving, which always fulfills the most important social order of society, being one of the factors of its development.
interaction between our preschool institution and the families based on the idea that parents are responsible for raising children , and all other institutions are called upon to support and complement their educational activities . And here the important principle is not parallelism, but the principle of cooperation and interaction .
Today, the potential capabilities of the family are undergoing serious transformations. Teachers note a decrease in her educational potential , a change in her role in the process of primary socialization of the child. Modern parents have a hard time due to lack of time, employment, and lack of competence in matters of preschool pedagogy and psychology. The closest people to a preschool child and the problems of his upbringing are preschool teachers who are interested in creating favorable conditions for the development of each child and increasing the degree of parental participation in the upbringing of their children . The full development of preschool children occurs under the simultaneous influence of family and preschool institution. The dialogue between parents and kindergarten is built, as a rule, on the basis of the teacher’s demonstration of the child’s achievements , his positive qualities, abilities, etc.
Working with parents is a complex and important part of the work of teachers.
The problem of interaction between preschool educational institutions and families has recently become one of the most pressing. The changed modern system (financial and social stratification, abundance of the latest information technologies, wider educational opportunities, etc.) forces us to look for new forms of interaction .
In order for parents to become active assistants to teachers , it is necessary to involve them in the life of the kindergarten. Working with families is a challenging task, both organizationally and psychologically.
At a certain stage of life, a child enters kindergarten. Now he is surrounded by new people, adults and children, whom he did not know before and who form a different community than his family.
If parents and teachers join forces and provide the child with protection, emotional comfort, an interesting and meaningful life in kindergarten and at home, and the kindergarten will contribute to his development and ability to communicate with peers, then we can say with confidence that the changes that have occurred in the child’s life - for his benefit.
The development of interaction between a kindergarten and parents of preschool children involves several stages.
The first stage is demonstrating to parents a positive image of the child, thanks to which a friendly relationship with an attitude of cooperation parents and educators . The significance of this stage is determined by the fact that parents fix their attention only on the negative manifestations of the child’s development and behavior.
At the second stage, parents are given practical knowledge of the psychological and pedagogical features of raising a child . Various methods and forms are used: parent meetings , group thematic exhibitions of children's works, participation in competitions at various levels, project development, etc.
The third stage involves familiarizing the teacher with family problems in raising children . This is where the activity of parents : they can not only share family experiences of upbringing , talk about the individual characteristics of the child, but also ask for advice from educators on issues of interest.
Thus, the establishment of a trusting relationship with parents leads to the formation of a harmoniously developed child’s personality. Here, the professional competence of preschool teachers plays an important role, which implies not only the totality of knowledge and experience, but also the personal qualities of the teacher .
For many years we have been working to solve the problem of increasing the efficiency of interaction between kindergarten and family. The main goal of the work is the comprehensive and harmonious development of each child. At the same time, we are solving the priority tasks we have identified:
• Improving the professional competence of preschool teachers on issues of interaction with families ;
• Improving the pedagogical culture of parents ;
• Involving parents to participate in the life of the kindergarten and the socialization of the child through the search and implementation of effective forms of interaction ;
• Studying families and establishing contacts with its members to coordinate educational influences on the child;
• Study and generalization of the best experience of family education .
Parents often experience certain difficulties in that they cannot find enough free time to study with their children at home and are not confident in their capabilities. Therefore, it seems so necessary to implement a holistic system of interaction between preschool educational institutions and families . At the same time, the use of various forms of cooperation with parents makes it possible to develop their interest in issues of education , arouse a desire to expand and deepen their existing pedagogical knowledge, and develop creative abilities.
To solve problems of interaction between preschool educational institutions and families of pupils, we use the following methods:
• individual and group counseling,
• viewing by parents of activities and routine moments,
• involving families in various forms of joint activities with children or teachers,
• questionnaires,
• survey,
• conversations with family members,
• observation of the child (spontaneous and targeted,
• analysis of children's drawings and stories on a given topic,
• recording the child's day.
Even before the child enters kindergarten, the first contacts are established between families and our preschool educational institution:
— We invite parents to a parent meeting and introduce them to the development environment and the features of the preschool educational institution;
— We present booklets about the work of the preschool educational institution “Business Card”
;
— The head of the kindergarten conducts a conversation with parents regarding the conditions for the child’s attendance at the preschool institution;
— Draws up a contract.
Further interaction between parents and preschool employees occurs in the process:
• Daily direct contact when parents drop off and pick up their child;
• Informal conversations about children, planned meetings between parents and educators or specialists to discuss progress;
• Introducing parents to information prepared by specialists and educators about their children ;
• Work of the Board of Trustees of the preschool educational institution;
• Parents festive and leisure events held by the preschool institution;
• Providing assistance to the kindergarten as organizers and sponsors;
•Works of family clubs: “Game in a child’s life”
,
“Making Antiquity Deep
,
“How to
Raise a Healthy Child . ”
The entire system of work in our institution is aimed at accepting the family as the first and most important actor in the upbringing and education of a child. Therefore, family participation in educational process makes it possible to improve the quality of children’s education, since parents know their child’s capabilities better and are interested in their further advancement.
One of the effective forms of interaction between preschool educational institutions and families is the organization of family clubs in preschool educational institutions. This form is interesting because the topics of club meetings can vary depending on the social request of parents . parents take part in the work of the clubs. Such broad social contacts enrich all participants and create an emotional atmosphere for both children and adults.
relationship with families is established , parents show increased interest in the development and upbringing of their children , make changes to the organization and content of the pedagogical process, and become its active participants. The activities of family clubs show the practical importance of two institutions - kindergarten and family.
A family club is a promising form of working with parents , taking into account the current needs of families and contributing to the formation of an active life position of participants in the process, strengthening the institution of family, and transferring experience in raising children .
• one of the effective forms of interaction is participation in sporting events ( “Fun Starts”
, “Small Olympic Games,
“Health Days”
,
“Dad, Mom, Me - a sports family”
).
Parents have the opportunity to observe their child in a group of peers and evaluate his physical development. When parents demonstrate their ability to run, jump, and compete in front of their children, this is useful for children, as it creates a good emotional mood and gives great joy from mutual communication .
Active participation and assistance of parents in competitions at various levels: within the preschool educational institution, municipal, regional, all-Russian level (crafts made from natural materials, DIY New Year's toys, drawing and photograph competitions, etc.).
Parents Corners "
, arranged in groups.
In them, teachers place advisory material from educators , psychologists, music directors, and physical education instructors.
The work of the counseling center for parents is to assist parents in acquiring psychological and pedagogical knowledge.
According to the data obtained from a survey of parents regarding satisfaction with the work of our preschool institution, the kindergarten has a fairly high rating among parents . I am very happy that our parents support us and willingly respond to all our proposals and endeavors.
A new generation of people is entering the picture who understand the importance of a good education and are committed to providing it for their child. Parents should be sure that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not harm them.
Bibliography:
1. Gurov V. N. Social work of preschool educational institutions with the family. – M.: Pedagogical Society of Russia, 2003.
2. Davydova O.I., Bogoslavets L.G., Mayer A.A. Work with parents in kindergarten : Ethnopedagogical approach. – M.: TC Sfera, 2005. – (Supplement to the magazine “Preschool Education Management”
.
3. Evdokimova E. S. Pedagogical support of the family in raising a preschooler . – M.: TC Sfera, 2008.
4. Unified educational space of kindergarten, family and society / Authors and compilers: T. P. Kolodyazhnaya, R. M. et al. - Rostov-on-Don, 2002.
5. Dronova T. N. Interaction of a preschool institution with parents : a manual for workers of preschool educational institutions - Moscow, 2002.
6. Federal state educational standard for preschool education (approved by Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155) Registered with the Ministry of Justice of the Russian Federation on November 14, 2013. Registration No. 30384.
7. Evdokimova E. S., Dodokina N. V., Kudryavtseva E. A. Kindergarten and family: methods of working with parents . – M.: Mosaic – Synthesis, 2007 -2010.
