Work program for interaction with parents
Work program for interaction with parents
Explanatory note
The family is a unique social institution in which the formation of holistic guidelines begins and the foundation for personal development is laid. Currently, state policy in the field of reproduction and education of the younger generation is aimed at improving the position of the family as an institution of socialization. Article 18 of the Law of the Russian Federation “On Education” states: “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.”
In this regard, the Russian pedagogical community is faced with the problem of finding new modern approaches to organizing the interaction of a children's educational institution with the families of its students. Therefore, the basis of the new philosophy of interaction between family and preschool institution, as noted above, is the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and complement their educational activities. Recognition of the priority of family education requires new relationships between the family and the preschool institution. Having their own special functions, they, however, cannot replace each other, and establishing contact between them is a necessary condition for the successful upbringing of a preschool child. A preschool institution plays an important role in the development of a child: here he receives his first knowledge, acquires communication skills with other children and adults, and learns to organize his own activities. However, how effectively a child will master these skills depends on the family’s attitude towards the preschool institution. The harmonious development of preschool children without the active participation of their parents in the educational process is hardly possible. The main feature of family education is a special emotional microclimate, thanks to which the child develops an attitude towards himself, which determines his sense of self-worth. Another important role of family education is its influence on the value orientations, worldview of the child as a whole, and his behavior in various spheres of public life. It is known that it is the parents whose personal qualities largely determine the effectiveness of the educational function of the family. The foundations of upbringing are laid in the family, and it determines how a person will grow up and what character traits will shape his nature. In the family, the child receives primary skills in perceiving reality and learns to recognize himself as a full-fledged representative of society.
Consequently, the importance of family education in the process of children’s development also determines the importance of interaction between the family and the preschool institution
The program is aimed at activating parents to work together in a group, enriching the pedagogical experience in raising children.
To successfully implement the program, the kindergarten has the necessary resources, such as:
— qualified educators and specialists;
— equipped groups;
— music and sports halls;
-methodological and didactic materials for organizing joint activities;
– modern technical means (projector, screen, computer, video library, DVD player, TV)
.
Relevance
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 pupils, fully satisfying the needs of parents and the interests of children, and creating a unified educational space for a child is possible only if there is a system of interactions between the preschool educational institution and the family. The joint activities of parents, teachers and children have a positive effect on students. Children of active parents become more self-confident, ask more questions about the family, about kindergarten, and take initiative in matters where they see the interest and activity of their parents. The child feels closer and dearer to the teacher, as he sees close communication between the teacher and his parents, emotional upsurge, and a desire to be in the center of all games and activities in the garden. And as a result, a new positive attitude of parents towards the preschool educational institution, a positive assessment of its activities. Therefore, the most important condition for improving the preschool education system is the activities of teachers focused on mastering new innovative forms of interaction with parents.
This program is aimed at changing the very philosophy of interaction between kindergarten and family: on the one hand, the preschool educational institution becomes an institution of comprehensive support and assistance in the development of parental competence, on the other hand, cooperation between parents and the preschool institution is considered as a prerequisite for ensuring the full development of the child. It allows you to get to know a preschooler 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. In the process of implementing the program, there is a transition from the concept of “working with parents” to the concept of “interaction”; there is a search for a common language of contact and mutual understanding, recognition of each other’s strengths and weaknesses.
The goal of the work
program
is to create a unified educational space for preschool educational institutions and families, to establish trusting relationships between children, parents and teachers, and to unite them into one team.
The objectives of the work
program
are to create conditions for the development of children in joint activities with parents and teachers of preschool educational institutions.
— establish partnerships between subjects of the educational process: children, parents, preschool teachers.
— to involve parents in participating in the life of the kindergarten through the search and implementation of the most effective forms of interaction (project activities).
— increase the level of professional competence of preschool teachers on issues of interaction with families.
— increase the level of educational skills and pedagogical culture of parents.
— to promote interesting experiences of family education, the best family traditions, and a healthy lifestyle.
— organize events to involve parents in the activities of preschool educational institutions, as full participants in the educational process.
M. D. Makhaneva defines the basic principles when working with families:
1. Unity, which is achieved if the goals and objectives of raising a healthy child are well understood not only by educators, but also by parents, and teachers use the best experience of family education.
2. Systematic and consistent work.
3. Individual approach to each child and each family.
4. Mutual trust and mutual assistance between teachers and parents.
D. B. Filonov identified and disclosed the methodology of contact interaction with parents. Its essence is as follows:
• confidential communication cannot be imposed, it must arise as a natural desire of the other party;
• the process of contacting goes through certain stages in its development. Delaying or trying to skip this or that stage can ruin the interaction;
• the interaction process must develop consistently, and transition to another stage is possible only if there are certain intermediate results.
All this points to a rethinking and change in the content and forms of work with families. From the above, we can conclude that providing real assistance to parents becomes possible only through interaction and the establishment of a trusting relationship.
Main stages of the program implementation
The program is designed to work with children 3 - 7 years old.
The organization and conduct of events under the program is carried out in three stages:
Stage I “Organizational”
Target:
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"
Target:
implementation of program activities.
Stage III “Analytical”
Target:
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 result
— creation of a unified educational space within the framework of social partnership between preschool educational institutions and families.
— increasing the level of pedagogical competence of parents in matters of education and development of preschool children through information and didactic support for the family.
— developing parents’ motivation for systematic cooperation with the teaching staff of preschool educational institutions, as well as participation in the educational process of the preschool educational institution.
— establishing unity of aspirations and views on the process of educating and teaching preschool children between the kindergarten and the family.
— creating favorable conditions for attracting parents to participate in the activities of preschool educational institutions
Forms of communication between teachers and
students’ parents
The program is based on a model of interaction between the teacher and the 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, and 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. A special feature 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 are especially popular among both teachers and 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.
Evaluation of program effectiveness
Thus, based on the above, the use of various forms of work with families of kindergarten students gives positive results. With all their work, preschool employees prove to parents that their involvement in teaching activities, interested participation in the educational process is important not because the teacher wants it, but because it is necessary for the development of their own child. The introduction of new federal state educational standards makes it possible to organize joint activities of kindergarten and family more effectively.
Bibliography
1. Doronova T. N. Interaction of a preschool institution with parents. // Preschool education. - 2004. - No. 1. — P. 60.
2. Ryleeva E. Learning to cooperate with parents // Preschool education. - 2004. - No. 11. — P. 57.
3. Svirskaya L. Working with the family. - M.: Linke - Press, 2007.
4. Belaya K. Yu. Innovative activities of preschool educational institutions: methodological manual / K. Yu. Belaya. - M.: TC Sfera, 2005. - 64 p.
5. T. N. Doronova G. V. Glushkova, T. I. Grizik Together with the family: a guide on the interaction of preschool educational institutions and parents - M.: Education, 2005.
6. Davydova O.I. Bogoslavets L.G., Mayer A.A. Work with parents in preschool educational institutions. — supplement to the journal “Preschool Education Management”. 2005, No. 2.
7. Nikishina I.V. Diagnostic and methodological work in preschool educational institutions: methodological manual / I.V. Nikishina. – Volgograd: Uchitel Publishing House, 2007.
8. Petrushchenko N. A. Zenchenko N. E. Kindergarten and family - interaction and cooperation. // Preschool teacher. 2009, no. 9.
