Plan for interaction with parents in the younger group.
Plan for interaction with parents in the younger group
teacher Tatyana Mikhailovna Mazunina
Subject:
“Parental internship” is an educational practice of psychological and pedagogical support for families.
Relevance:
The Federal State Educational Standard for Preschool Education (FSES DO) is one of the main principles that defines the principle of cooperation between a preschool organization and the family.
The relevance of working with parents is determined by the fact that kindergarten is the first, non-family social institution in which systematic pedagogical education of parents begins. The further development of the child depends on the effectiveness of the joint work of parents and teachers. A child, seeing the example of his parents, responds faster and is more actively involved in various types of activities. Many parents are interested in the in-depth development of their child and are ready to participate in joint activities in kindergarten.
The leading goals of interaction between a kindergarten and a family are the creation in a preschool educational organization of the necessary conditions for the development of responsible and interdependent relationships with the families of pupils, ensuring the holistic development of the preschooler’s personality, increasing the competence of parents in the field of upbringing and education.
In order to solve the problems of the educational program together with parents, it is necessary to involve them as much as possible in joint activities. Preschool educational institutions have conditions for parents to participate in the educational process through various forms of joint activities with children.
The development of the preschool education system is aimed at creating optimal conditions for the development of the child, ensuring recognition of the intrinsic value of childhood and a successful transition to schooling. This process is characterized by a person-centered way of interaction between participants. Its goal: to organize a new cultural and educational space where the main value is the child’s personality and a prosperous family.
The implementation of this requires the integration of family education and preschool education, a transition to a qualitatively new content of education, a change in the style and forms of interaction between the preschool institution and the family.
In this regard, the process of searching for new approaches to the work of a preschool institution with a family and appropriate forms of activity aimed at the successful development of the child’s personality is being updated.
Until today, one of the most effective cognitive forms of working with families has remained parent meetings. However, it is known that parents are reluctant to respond to direct meetings in the form of reports and instructive conversations, which is quite understandable. However, without parental participation, the upbringing process is impossible, or at least incomplete. Therefore, special attention should be paid to the introduction of new non-traditional forms of cooperation aimed at organizing individual work with families and a differentiated approach to families of different types.
Such educational practice as parental internship is one of the new forms of interaction with parents that best meet the requirements of the Federal State Educational Standard. And since this type of educational practice is relatively new, it has not been fully studied and is of little use in preschool educational institutions, this provides grounds for a more in-depth study of this problem.
Chronological framework of work on the topic:
from August 1, 2016 to May 31, 2022
The purpose of working on the methodological topic
Creating conditions for parental participation in the educational process through various forms of joint activities with children.
Objectives of working on the methodological topic:
1) Creation of a normative and methodological framework for organizing educational practice “Parental internship” in preschool educational institutions.
2) Implementation of the educational practice “Parental Internship”, aimed at the participation of parents in the educational process in preschool educational institutions.
3) Generalization of experience in creating conditions for the participation of parents in the educational process through various forms of joint activities with children.
Expected result
I. Regulatory and methodological basis:
1) Regulations on educational practice “Parental internship”
2) Card index of educational situations, communication situations and recommendations for parents taking part in the educational process.
II. Parents participate in the educational process in preschool educational institutions, together with the teacher they solve the problems of the educational program, demonstrate their mastery of competencies through various forms of joint activities with children.
III. Materials have been created to present this experience to the teaching community.
| Stages | Events | Deadlines | Expected intermediate result | Presentation of intermediate results |
| Stage 1 Planning and analytical August 2016 | Choosing a methodological topic. Theme formulation. Setting goals and objectives for working on a methodological topic and expected results. | August | An individual methodological topic has been formulated and its main provisions have been developed. | Basic provisions in electronic/printed form |
| Development of a work plan on a methodological topic | August | Having an initial plan | plan in electronic/printed form | |
| Submitting a work plan for analysis and adjustment to the methodologist. | Until September 1 | Adjustment of the plan according to the recommendations of the methodologist | Updated plan in electronic/printed form | |
| Stage 2 Theoretical study of the problem September – November 2016 | Analysis of methodological literature, various programs and publications in periodicals. | September | Creation of a card index of educational situations, communication situations and recommendations for parents. | Card index in electronic or printed form. |
| Draw up a regulation on the educational practice “Parental internship” | September | Drawing up the regulations | Regulations in electronic or printed form. | |
| Presentation of the regulations on educational practice “Parental Internship” to parents at a parent meeting | September | Obtaining knowledge by parents about the status of educational practice “Parental Internship” | Parents' knowledge | |
| Study the experience of teachers on this topic on the website MAAM.ru and on the social network of educators “Our Network” and the website of the Montessori school | October | Analysis of the use of the pedagogical practice “Parental Internship” by teachers | Analytical information | |
| Take part in the webinar “Effective methods of interaction between families and preschool educational institutions” | October | Presence | Recording a lecture, receiving a certificate of advanced training | |
| Compose instructions for teachers and parents on conducting educational practice “Parental Internship” | November | Drawing up instructions for teachers and parents | Memos for teachers and parents | |
| Draw up a document confirming parents’ consent to participate in the educational practice “Parent Internship” | November | Drawing up a document for parental consent | Parental consent document | |
| Consulting with parents wishing to take part in the educational practice “Parent Internship” | November | Receiving recommendations and reminders for parents | Reminders with recommendations for parents | |
| Stage 3 Practical work on the topic December 2016-April 2022 | Parents sign a document agreeing to participate in the educational practice “Parent Internship” | December-April | Signing the document | Signed document |
| Questioning or surveying parents on the topic: “What do they expect from a parent internship?” | December-April | Filling out questionnaires or questionnaires | Completed forms | |
| A visit by parents to a kindergarten (group) as part of the educational practice “Parental Internship” | December-April | Participation of parents in the educational process in preschool educational institutions | Master class from parents | |
| Photo and video recording of the parent’s stay in the group | December-April | Photo and video editing | Finished film or photo report | |
| Questionnaire or survey of parents on the topic: “What did they get from the parent internship” | December-April | Filling out questionnaires or questionnaires | Completed forms | |
| Compiling a photo report about a parent’s stay in a group as part of the educational practice “Parental Internship” | December-April | Making a photo collage | Photo collage in the parents' corner | |
| Monitoring current and intermediate results, adjusting work. | December-April | Analysis of current and intermediate results | Analytical information | |
| Stage 4 Summing up the work on the topic May 2022 | Summarizing and writing a report on work on the methodological topic. | May | Availability of report | Report in printed or electronic form |
| Presentation of the results of work on the methodological topic. | May | Writing an essay or project | Ready-made essay or project in printed or electronic form | |
| Public presentation of experience working on an individual methodological topic at a mini-conference or pedagogical council | May | Making a presentation on the topic | Electronic presentation |
