Plan of interaction with parents of students for the school year

Plan of interaction with families of pupils

Plan of interaction with families of pupils

for
the 20/19/2020 academic year

Continuation of the table.

Continuation of the table.

Continuation of the table.

Continuation of the table.

Continuation of the table.

Continuation of the table.

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Continuation of the table.

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Long-term plan for interaction with parents in the Senior group for the 2022 – 2022 academic year

Today we are working on the preschool education program “From Birth to School” edited by Veraksa N.E., Vasilyeva T.S., Komarova M.A.

Your children have gotten older, and as a result, their responsibilities have increased. And I would really like you, the parents, to take the educational process seriously.

According to Article 18 of the Russian Federation Law on Education,

paragraph 1: “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 early childhood.”

The age from 5 to 6 years is a new important stage in the development and upbringing of a preschool child.

Raising 5-year-old children is a qualitatively new step compared to raising children of middle preschool age; these opportunities should not be missed. A child’s success at school will largely depend on how attentively parents pay attention to solving educational problems this year.

The transition of children to the older group is associated with some changes in the conditions of their life and upbringing: they are now included in systematic and more complex collective activities (play, work, learning). Both the program and teaching methods acquire the character of educational activity.

Motor skills

From age five to six, your child makes even more significant improvements in motor skills and strength. The speed of movements continues to increase, and their coordination noticeably improves. Now he can already perform 2-3 types of motor skills at the same time: run, catch a ball, dance. The child loves to run and compete. He can play sports games on the street for more than an hour without stopping, run up to 200 m. He learns to skate, ski, rollerblade, and if he didn’t know how yet, he can easily master swimming.

Emotional development

The child already has his own ideas about beauty. Some people enjoy listening to classical music. The baby learns to throw out some of his emotions in his favorite activities (drawing, dancing, games, etc.), and strives to manage them, tries to restrain and hide his feelings (but he may not always be able to do this.) The most difficult thing for children is to cope with their fear .

Social development

From the age of five, a child already clearly knows his gender identity and even in games does not want to change it. At this age, a very important place in the upbringing of a boy is given to the father, and for girls - to the mother. Dads teach their sons to be courageous, mothers teach their daughters to be feminine. Only these qualities inherent in childhood come harmoniously into adulthood. The baby develops ideas about the role of the opposite sex in life. A daughter learns the role of a man through her father’s behavior, and boys learn the role of a woman through communication with her mother. At this age, you should already tell in a form accessible to the baby about how he was born. The child has grown to understand such a secret. It would be better if you cut it out for him at home, otherwise the children in the yard will do it. After five years, relationships with peers become friendly. The first friends appear, usually of the same gender. He spends most of his time with them. There is some distance from parents. The child can now safely endure a short separation from loved ones.

Parent Engagement Program

Larisa Trofimova

Parent Engagement Program

Explanatory note.

Over the thousand-year history of mankind, two branches of education of the younger generation have developed: family and public. Each of these branches, representing a social institution of education, has its own specific capabilities in shaping the child’s personality.

In Article 18 of the Law of the Russian Federation “On Education”

It says: “
Parents are the first teachers.
They are obliged to lay the first foundations for the physical, moral and intellectual development of the child’s personality at an early age.” However, not all families fully realize the range of possibilities for educational influence on a child. The reasons are different: some families do not want to raise a child, others do not know how to do it, and still others do not understand why this is necessary. In conditions when the majority of families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents from solving issues of upbringing and personal development of the child has increased. Parents , not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out education blindly, intuitively. All this, as a rule, does not bring positive results.

In all cases, qualified assistance from a preschool institution is necessary.

Family and kindergarten are two social institutions that stand at the origins of our future, but often they do not always have enough mutual understanding , tact, and patience to hear and understand each other.

The misunderstanding between the family and the kindergarten falls heavily on the child. It is no secret that many parents are only interested in the child’s nutrition; they believe that kindergarten is a place where they only look after their children while parents are at work . And educators very often experience great difficulties in communicating with parents for this reason .

Today, all experts recognize the importance of involving parents in participating in the work of a kindergarten, but there is a certain disharmony in the actual relationship between educators and parents . Both personal and professional factors can hinder the development of these : lack of time, feelings of inadequacy, ethnic stereotypes - all of this can lead to the formation of personal and professional prejudices that prevent families from becoming active participants in the upbringing of their children. Therefore, educators must take the initiative and understand how to interact with each individual family for the benefit of the child.

Program "Tie the Tie"

is aimed at activating
parents to work together in a group, enriching the pedagogical experience in raising children.
For the successful implementation “We are together” program

The kindergarten has the necessary resources, such as:

— qualified educators and specialists;

— equipped group;

— music and sports halls;

-methodological and didactic materials for organizing joint activities;

– modern technical means (projector, screen, computer, video library, DVD player, TV)

.

The value of the program lies in the availability of theoretical and practical material aimed at improving the pedagogical culture of parents and establishing trusting contacts between the family and the kindergarten through the introduction of non-traditional forms of organizing communication.

Relevance.

Currently, an urgent problem is the interaction of preschool teachers with parents , which involves the exchange of thoughts, feelings, and experiences. Improving the pedagogical culture of parents resolves the existing contradiction between the educational potential of the family and its use. Federal Law “On approval of the federal program for the development of education” (2000)

obliges preschool education workers to develop various forms
of interaction with the families of pupils, since the education system should be focused not only on tasks from the state, but also on public educational demand, on the real needs of educational consumers
based on the principles of cooperation and freedom of choice.
Cooperation with parents should not be limited only to pedagogical propaganda, in which the family is considered only as an object of influence, and the possibilities of family education are not fully used. Fundamentally important are the involvement of parents in participation in the activities of the educational institution, the activation of their pedagogical self-education, advisory support for the family, and assistance in the harmonization of child-parent relations .
The new philosophy of interaction between family and preschool educational institution requires different lines of relations aimed at recognizing the priority of family education. The novelty of these relationships is determined by the concepts of “cooperation”

and
"
interaction " .
Cooperation is a general “on equal basis”
, where no one has the privilege to indicate or evaluate.
Recognition of the priority of family education requires a different relationship between the family and educational institutions, namely cooperation, interaction and trust . Cooperation between teachers and parents allows us to get to know the child better, look at him from different positions, see him in different situations, and, therefore, help in understanding his individual characteristics and developing the child’s abilities.
Some parents believe that, having sent their child to kindergarten, they have completely transferred responsibility for his upbringing and development to the educators, and they themselves should only monitor and evaluate the actions of the educators, without participating in the educational process itself. There are parents who are not at all interested in everything that happens in kindergarten, and do not care about the successes or problems of their child.

At the same time, it is no secret to anyone that in preschool age it is the parents who have the greatest influence on the child’s development, and if they are not interested in how this process proceeds and cooperate with educators, the latter’s efforts may be in vain.

Becoming a parent is painstaking and difficult work. Specialists in the field of parent-child relationships (A. A. Bodalev, Z. Matejczyk)

The most important indicator of the quality
of parenting is the competence of the mother and father, manifested in the flexibility, adaptability, and ingenuity of their position. Violation of connections in the family directly affects the emotional state of the child (A. I. Zakharov)
.

As parents comprehend their relationships with their children, they experience positive changes, suggesting the normalization of child-parent relationships and the emotional well-being of children (L. A. Abramanyan, V. P. Dubrova)

.

A kindergarten cannot replace a family; it only complements it, fulfilling its special functions. For successful upbringing, it is important that the relationship between the preschool educational institution and parents is trusting , that parents are involved in the joint educational process, that parents , together with teachers, help their child develop. Therefore, each teaching staff, working on one program , is looking for new forms and methods of working with families.

In close contact with adults, who are primarily responsible for the life and health of their children, it is revealed that many of them take a destructive position in their relationship with the child , so their educational methods do not lead to effective completion. The reasons for such parental behavior , in our opinion, are:

• inability of adults to listen and be attentive to each other;

• pedagogical and psychological illiteracy;

• reluctance to change their egoistic positions in current issues of education;

• unresolved personal problems that interfere with the child’s full development.

Many years of practice convince us that “passive methods” are not very effective, so we focused on such a form of work as the “ Parents Club” .

Discussions, role-playing games, creative tasks help to understand how important it is, in addition to unconditional love for a child, to have knowledge:

• the main age characteristics of children and the problems that parents when communicating with their children;

• rules of basic games for parents and children , based on psychocorrectional principles;

• how to act in critical situations.

the program “The Connecting Thread” was created

.

Purpose of the program .

Establishing collaborative relationships with parents . Joint search for positive supports in the child’s personality traits.

Program objectives .

1. Creating conditions for a favorable climate of interaction with parents .

2. Achieving the required level of interaction between kindergarten and family.

3. The transition of parents from the role of passive observers to active participation in cooperation with the preschool educational institution.

4. Practical work on the use of traditional and new forms of interaction with the family in order to involve parents in the pedagogical process, teaching them methods and techniques of interaction with the child at home.

5. Activation and enrichment of parents' .

Stages of program .

The organization and conduct of events under the program is carried out in three stages:

Stage I “Organizational”
(1 month)
Goal: creating conditions and selecting funds and resources for the effective implementation of the program .

At this stage:

• selection and study of methodological literature on the topic;

• planning and selecting topics for events with children and parents based on a survey;

• outlines of events and individual consultations on current topics are developed;

• video materials, presentations, photographic materials are selected;

• venues for events are determined;

• the technical equipment of the events is being thought through;

• visual and educational materials (memos, booklets)

.

Stage II “Basic”
(19 months)
Goal: implementation of program activities .

Stage III “Analytical”
(2 months)
Purpose: analysis of the activities of specialists implementing program activities ; determining the effectiveness of program implementation through analysis ; planning and adjusting the action plan for the next year, taking into account the identified problems and wishes of the participants.

Expected results.

For parents :

• activation of traditional and introduction of new forms of interaction with the family ;

• increasing the degree of parental in development and selection;

• increasing the level of inclusion of parents in participation in various activities of the group and kindergarten;

• increasing the pedagogical competence of parents on issues of raising children.

For teachers:

• generalization and dissemination of experience working with families;

• the ability to model interaction with the family through the use of various forms and methods of work

Forms of communication between teachers and parents of students .

based on a model of interaction between the teacher and

family. 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 , the essence of which is to enrich their pedagogical knowledge.

Traditional forms are divided into collective, individual and visual information.

Collective forms include parent meetings , conferences, round tables

etc. Group
parent meetings are an effective form of work for educators with a group of parents , a form of organized familiarization with the tasks, content and methods of raising children in a kindergarten and family.
Individual forms include pedagogical conversations with parents ; This is one of the most accessible forms of establishing connections with family. The conversation can be either an independent form or used in combination with others, for example, visiting a family. The peculiarity of the conversation is the active participation of both the teacher and parents .

Visual information methods introduce parents to the conditions , tasks, content and methods of raising children, help overcome superficial judgments about the role of kindergarten, and provide practical assistance to the family. These include video fragments of the organization of various types of activities, routine moments, classes; photographs, exhibitions of children's work, stands, screens, sliding folders.

Currently, non-traditional forms of communication with parents parents . They are structured like entertainment programs and games and are aimed at establishing informal contacts with parents and attracting their attention to the kindergarten. Parents get to know their child better because they see him in a different, new environment and become closer to teachers.