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Traditional and non-traditional forms of work with parents

I. Traditional forms of work with parents

education parent teacher

1. Group parent meetings are an effective form of work of educators with a team of parents, a form of organized acquaintance with the tasks, content and methods of raising children of a certain age in a kindergarten and family. The agenda of the meetings can be varied, taking into account the wishes of the parents. Specialists of the kindergarten, such as a doctor, speech therapist, psychologist, etc., can join the speech at the meetings. Parents respond more actively to individual invitations, especially if children took part in their preparation.

A round table is different from a collection of topics, participants freely communicate on a given topic with each other. The topic of such meetings may be such as “Development of the curiosity of a preschooler”, “Development of speech”, “The role of didactic games in mental development”. Such events are held in any age group based on the objectives of the program. It is advisable to use such methods as discussion questions, analysis of pedagogical situations, reports of experts on the topic. Here you can show an open lesson in a video recording, organize an exhibition of literature, etc.

Questioning is a technical means of a specific social research, the compilation, distribution and analysis of questionnaires (a questionnaire for obtaining any information). Held at the beginning of the school year, before meetings, or as needed. Questioning helps parents think more seriously about a particular topic, evaluate their pedagogical capabilities, the style of relationships with the child, etc.

Excursions in the garden are held to familiarize parents with the life of children in preschool.

Discussions can be held by analogy with TV shows and talk shows. Divide the participants into two groups and give them the opportunity to speak, give the floor to a specialist, and argue the correct point of view. To increase the interest of listeners to the problem, one can cite as an example the statements of children, video recordings, etc.

Subbotniks - combining the efforts of preschool educational institutions and parents to create a spatial environment conducive to the development of children, the protection of their life and health.

Family visit. The educator of each age category must visit the families of their pupils. Each visit has its purpose. The first visit to the family to find out the general conditions of family education. Return visits are scheduled as needed and include more frequent tasks, such as checking the implementation of the recommendations that were given earlier by the caregiver, getting to know the positive experience of family education, finding out the conditions for preparing for school, etc.

2. Conversations - this is one of the most accessible forms of establishing a connection with the family. A conversation can be both an independent form and used in combination with others, for example, it can be included in a meeting, visiting its feature is the active participation of both the educator and parents. The conversation can arise spontaneously on the initiative of both parents and the teacher. When planning the topics of conversations, one should strive to cover, if possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the education and upbringing of a preschooler. Consultations can be oral and written, scheduled and unscheduled, with a variety of topics. You need to prepare for a consultation in advance by studying special literature. In correspondence counseling, a box or box is prepared for parents' questions, where they can put their wishes, claims, etc. This may allow parents to ask questions that they cannot ask in direct contact. The educator thinks over the answers in various forms "Consultation", "We asked - we answer", etc.

Scheduled consultations in kindergarten are carried out systematically: 3-4 consultations per year in each age group and the same number of general consultations in kindergarten according to the annual plan.

Unplanned ones often arise during communication between teachers and parents at the initiative of both parties.

There are also individual and group consultations, where you can invite specialists from the kindergarten.

For "correspondence consultation" a box (envelope) is being prepared for parents' questions. Reading the mail, the teacher can prepare a complete answer in advance, study the literature, consult with colleagues or redirect the question.

3. An information stand for parents in a group is designed to exchange information on the problems of raising and educating children, to familiarize parents with plans for the near future. There are all kinds of design options, the names are different “Caring parents”, “Adults about children”. The stand can be presented:

Surnames, first names and patronymics of educators working with children, the time when they can talk with parents about their children,

Daily regime

Timetable of classes,

Monthly action plan

Dictionary of good words and expressions,

Addresses of sites on the Internet, devoted to preschool education.

All materials must be aesthetically designed, the content must be updated, the design and content must be of interest. Booklets, leaflets, address monuments, each parent receives information personally, can get acquainted with it at a convenient time. Booklets can contain information about the kindergarten, group, specific area of ​​work, additional services, etc. You can use photos of children, poems about the garden. Leaflets are short information about a specific event, invitations to open classes. It is desirable that the leaflet be designed on colored paper, to attract the attention of parents.

Memos introduce parents to a set of certain rules in order to implement a single educational process in the family and kindergarten.

The internal newspaper of the garden or group is devoted to a specific topic and has regular headings:

Adults about children

expert advice,

baby news,

Our winners

The kids say

Our achievements, etc.

The publication of a newspaper requires certain costs and preparation, it is published regularly. A wall newspaper can be published monthly on a given topic. You can use photographs, children's work. For example, a wall newspaper based on the results of an analysis of the incidence of children called “Kids are strong men” and post there photographs of children who get sick the least, an article on hardening, and expert advice.

Creative ads can be non-traditional or formal. Announcements - invitations in verse, about holding competitions, etc. Folder-slider contains advice on the topic of interest to parents. There is a kind of folder that parents are given for a week. It contains consultation and practical advice on the topic, methodological material and didactic games with a description on a specific topic.

II. Non-traditional forms of work with parents

Name	Purpose of use	Forms of communication
Information and analytical	Identification of the interests, needs, requests of parents, the level of their pedagogical literacy.	Conducting sociological surveys; Individual conversations; file cabinets; - "Pedagogical piggy bank: parents for teachers", "Pedagogical piggy bank: teachers for parents" (in order to mutually enrich pedagogical skills); Email correspondence;
cognitive	Familiarization of parents with the age and psychological characteristics of preschool children. Formation of practical skills for raising children in parents	Workshops Holding meetings, consultations in a non-traditional form mini meetings Pedagogical living room Oral pedagogical journals Research, design activities Internet magazine
Leisure	Establishing emotional contact between teachers, parents, children	Joint leisure, holidays Interactive leisure activities Exhibitions of works of parents and children Seminars Master classes days of good deeds Connoisseur Tournaments
Visual and informational: informational and familiarization; information and educational	Familiarization of parents with the work of a preschool institution, the peculiarities of raising children. Formation of parents' knowledge about the upbringing and development of children	Booklets Electronic Newspapers Days (weeks) of open doors Open views of classes and other activities of children Issue of wall newspapers Use of video recordings of observations of the child in the course of his activities Interchange of photos, videos about the life of the child in the family and in kindergarten

Also non-traditional forms include:

"Pedagogical lounge"

It is recommended to carry out at the beginning or at the end of the year. At such meetings, the participation of parents in various activities is discussed. The questionnaire "Parent-child-kindergarten" is being conducted. Either the planned events are discussed, or the past ones are analyzed and the results are summed up. At the beginning of the year, a survey is conducted so that the teacher gets to know the child better, his features. Parents are introduced to the events planned for the year, they listen to the suggestions of parents, what help and support they can provide in the planned events, as well as their wishes and suggestions for the school year. At the end of the year, such meetings sum up the results of the past year, evaluate and analyze achievements and mistakes.

"Pedagogical Conference"

When preparing the event, a preparatory stage is carried out, where parents are given a task on a specific topic. The prepared task is discussed from various positions. Two weeks before the meeting, parents are given materials on a specific topic, the teacher asks for comments on a particular statement, highlights the essence of the topic and asks questions during the discussion. For example, a meeting in the second junior group may be devoted to the topic “Crisis of 3 years”. Parents are invited to comment on several statements of the classics: how they understand this statement, then parents and teachers give their advice on the problem, how they solve it. The most successful advice is drawn up in file cabinets or albums "Pedagogical piggy bank: parents for teachers", "Pedagogical piggy bank: teachers for parents"

"Pedagogical conference - auction"

"Workshop"

At such a meeting, not only educators can speak, but also parents, a speech therapist, a psychologist and other specialists. Together with parents, playing out or solving problem situations takes place, elements of training may be present. The topic of the meeting and the host are determined in advance, it can be either a teacher, or parents or invited specialists. For example, if the meeting is devoted to the topic of children's fears, then a teacher-psychologist will act as the leader of such a meeting. A small theoretical report is being prepared, then parents are asked to express their opinion about the causes of children's fears and how to overcome them, small situations can be played out. Further, a mini-training on self-regulation is held with parents, game techniques are demonstrated to relieve anxiety and fears so that parents can help their children in case of difficulties.

"Sincere conversation"

Such a meeting may not be designed for all parents, but only for those whose children have common problems (for example, in communicating with peers, aggressiveness, etc.). You can conduct a survey on the topic, play out situations, demonstrate short videos or video clips. The peculiarity of such a meeting is that at the end of the communication, parents are not given specific recommendations, but they themselves come to them. For example, the topic of the meeting is "Your child is left-handed." A survey is conducted with parents in order to get to know the peculiarities of their children more deeply, and to establish what degree of left-handedness in a child is weak or pronounced. The problem is discussed from all sides, experts can be invited. Parents are offered various tasks for left-handed children in order to develop the motor skills of both hands. The psychological problems associated with left-handedness are discussed. At the end of such a meeting, it is necessary to think over the form in which reflection (receiving feedback) will take place: it can be a survey, an exchange of opinions and impressions from the meeting, etc.

"Master Class"

"Talk show"

A meeting organized in this form implies a discussion of one problem from different points of view, detailing the problem and possible ways to solve it. Parents, educators can speak on the Talk Show, you can invite specialists. For example, the topic of the meeting is “Pets - pros and cons”, the meeting participants are randomly divided into two subgroups, one of which defends the opinion that if there are pets in the house, then this is good, and the other is the opinion that if there are pets in the house, then this is bad. Parents are offered various situations, they need to be considered from different points of view, be sure to argue them. All positions are jointly discussed. At the end of the meeting, members of each team are encouraged to switch to the other team if they have changed their minds, or to stay on their team. You can also vote to determine which point of view won.

"Training"

An active form of work with parents who want to change their interaction with their own child is parent training. Both parents must participate. For effectiveness, the training should include 5-8 sessions. As a rule, it is carried out by a psychologist, which gives parents the opportunity to feel like a child for a while, to emotionally relive childhood impressions. Training tasks can be as follows: “Children's grimaces”, “Favorite toy”, “My fairy-tale image”, “Childhood memories”, etc. Parental trainings can also be prepared in the form of answers to questions on pedagogical problems. The same question is answered by two families who may have different opinions. Experts determine which family in the answers to the question was closest to the truth.

"Game Modeling"

This form consists in the role-playing of problematic situations of family education, game interaction between parents and children in various children's activities, modeling of parental behavior, the exchange of experience in family education, etc. The positive side of such forms is that they contribute to the establishment of informal contacts with parents, exclude imposing a ready point of view, aim at finding their own way out of the current situation.

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“On how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him - this decisively depends on what kind of person today's baby will become.”

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 a kindergarten is a place where they only look after children while their parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason.

How difficult it is sometimes to explain to parents that a child needs not only to be fed and beautifully dressed, but also to communicate with him, teach him to think, to think.

How to change this situation?

How to get parents interested in working together?

How to create a single space for the development of the child in the family and preschool educational institutions, to make parents participants in the educational process?

In order to change the situation and involve more parents in joint activities, we decided to introduce non-traditional forms of work with parents.

In our kindergarten, all conditions have been created for organizing a single space for the development and upbringing of a child. The joint work of preschool specialists in the implementation of the educational program provides pedagogical support for the family at all stages of preschool childhood, makes parents truly equally responsible participants in the educational process.

Based on the goal of the entire institution, we formulated ours as follows:

• 1. Creation of conditions for a favorable climate of interaction with parents.
• 2. Establishment of trusting and partnership relations with parents.
• 3. Involving the family in a single educational space.

For the coordinated work of the kindergarten and parents, we set ourselves the need to solve the following tasks:

• 1. Activate and enrich the educational skills of parents.
• 2. Work closely with the families of their pupils. 3. Create a sociological passport for the families of pupils. ( cm. Application).

To this end, we used active forms and methods of working with parents:

• - visiting the families of pupils at home;
• - general and group parent meetings;
• - consultations;
• - classes with the participation of parents;
• - exhibitions of children's works made together with their parents;
• - joint excursions;
• - participation of parents in the preparation and holding of holidays, leisure activities;
• - design of photomontages;
• - joint creation of a subject-developing environment;
• - work with the parent committee of the group;
• - Interviews with children and parents.

As a result, the level of upbringing and educational activities of parents increased, which contributed to the development of their creative initiative.

Parents are interested in small text materials, recommendations, advice, which are in the nature of a brief memo, newspapers. (Application). Therefore, the introduction of such an unconventional form of interaction as the “Issue of Newspapers” interested parents and they began to issue a response word.

The problem of protecting the rights of the child did not leave us indifferent and, therefore, we began familiarizing children with the legal culture with studying the role of the family in the life of a child. The open lesson that I conducted on the topic “The right of the child to live in a family” turned out to be interesting for parents as well. Subsequently, we held a meeting together with the children, where children in a playful way (mini-sketch) showed their rights and obligations. (Application).

Before holding a parent meeting, we are preparing an exhibition of children's works or a photo booth, where photos from family albums, the life of the group are used. At each meeting, gratitude is expressed to parents who pay much attention to their children and help in joint work. It was very nice to see the happy eyes of the parents when they were presented with certificates or thanks, in a poetic form of their own composition:

“Our parents are wonderful people, The meaning of education for them is extremely clear. After all, only creativity and labor will give us personality in the future.

“Thank you for your great work, For everything that is done with soul!”

“We have a dad in the group, He is just a class assistant. Sawing, repairing and planing, It helps us a lot in everything.

“Dads, moms - well done! They help us in everything. They whitewash, paint and sing, And they play games.

Many parents have become active participants in all activities in the group, indispensable helpers, have learned to interact with each other as playing partners. This is evidenced by the results of a survey among parents, which was conducted some time after the previous survey (Appendix).

The work carried out contributed to increasing the attention of parents to the experiences of the child in the pre-school period of life. Parents get acquainted with the requirements that the school makes for students, receive recommendations for the development of speech, they are offered games and game exercises to develop the mental abilities of children, games with letters and numbers.

Visual-informational direction includes:

• - parental corners,
• - folders - shifters "Zdoroveyka", "According to the Council around the world",
• - family and group albums "Our friendly family", "Our life day by day",
• - photo exhibitions “My grandmother is the best”, “Mom and me, happy moments”, “Dad, mom, I am a nasty family”,
• - exhibitions of works,
• - piggy bank of good deeds,
• - exhibitions of competitive works "Vegetable Man", "Autumn Wall Newspaper", "New Year's Toy".

The activity of parents in creating photo newspapers and exhibitions suggests that these forms of work are in demand. Visually - the informational direction makes it possible to convey any information to parents in an accessible form, to remind tactfully about parental duties and responsibilities.

Leisure direction 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; to see how others do it, that is, to gain experience of interaction not only with your child, but also with the parent community as a whole. The children of our group are regular participants in the concerts held in the rural House of Culture.

The group carried out:

• - holidays "Autumn Ball", "Mother's Day", "Come on grandmothers", "Birthday", "My best sports family",
• - entertainment "Family gatherings", "Day of laughter or a day on the contrary",
• - joint projects "My home", "My family",
• - performances "Teremok", "Wolf and seven kids",
• - joint trips "To the world of beauty",
• - excursions "We are friends of nature", "Let's protect our nature" (See Applications).

Scenarios for holidays and entertainment were developed jointly with parents.

To make these events educational for children and parents, we have developed a specific algorithm for preparing for family holidays:

• - highlighting the purpose and objectives of activities for children, parents and teachers;
• - consultations for parents;
• - drawing up a plan for the event and the participation of parents in it;
• - distribution of roles of adults;
• - production of invitation cards;
• - preparation of individual numbers (learning poems, dances, songs);
• - compiling a memo - an assistant for parents and children;
• - individual meetings and consultations;
• - production of attributes, manuals.

The ongoing work allows to increase the psychological and pedagogical competence of parents in matters of child-parent relationships.

It was a little scary to spend the first family holiday: the children are small, the parents are unfamiliar. We called it "Family Gatherings".

Parents are the dearest and closest people! They saw that the children are proud of them, they want to dance with them, sing songs, play. Years will pass, children will forget the songs that sounded at the holiday, but in their memory they will forever keep the warmth of communication, the joy of empathy.

"Take care of each other! Kindness warm! Take care of each other, do not offend. Take care of each other, Forget the vanity And in a moment of leisure, Stay close together! (0. Vysotskaya)

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

Therefore, we decided - let the festive 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.

Now we have a tradition in our group to annually celebrate family holidays “Together it's fun to walk”, “We are a happy family”, “Feast of grandparents”, for this we go on the stage of the House of Culture, with which we have been cooperating for almost 5 years. The employees of the House of Culture organize a fun Thursday, where our parents also take an active part.

The close contact of the child with the older members of the family emotionally enriches family ties, strengthens family traditions, and establishes continuity between generations.

Parents prepare a story about the child, bring photos, try to show something interesting from the life of the whole family. Together we prepare games, contests for the whole group, decorate the booth, bed, chair of the birthday boy. These events are not complete without the involvement of sponsorship, which is provided at the level of the perceived importance of the events. (tea party, prizes, gifts).

Children love and wait for this holiday very much, they know that they will definitely be congratulated, and they will take with them not only gifts, but a lot of unforgettable impressions.

As a result, the children learned how to interact with each other as playing partners, the team of the group became more cohesive, an atmosphere of common interests was created; they became more attentive to each other, friendly, learned a polite form of communication, developed an aesthetic taste.

The lively interest and even surprise of parents was caused by the exhibition - stand "Family through the eyes of a child", where children shared their dreams. From the point of view of adults, the dreams of children in the family were material: a new doll, a car, a robot. What was the admiration of the parents when they read the wishes of their children: “I dream of a brother and sister”, “I dream that everyone lives together”, “I dream that parents do not quarrel”. This forced parents to look at their relationships in the family from a different angle, try to strengthen them, and pay more attention to children.

I would like to say about one important point in the system of work with parents. Each person, having done some work, needs to evaluate his work. Our parents need it 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. Don't forget to praise your parents. We always do it whenever possible, and my parents pay me the same.

In today's kindergarten, it is difficult to do without the support of parents. That is why a lot of things in our group are made by the hands of the fathers and mothers of our children. They helped us to make a magnetic board, teaching aids for literacy and mathematics, painted colorful pictures for the bedroom, helped us arrange a doll corner, a duty corner, a corner of nature, an emotional corner. With the help of parents, the group is designed in such a way that every corner is used for the development of children: a lot of toys, a "hospital", "barber shop", "shop". In a cozy kitchenette with a sink and a gas stove, beautiful dishes, girls simply love to cook.

The result of the joint creativity of children and parents contributed to the development of the child's emotions, aroused a sense of pride in their parents.

Depending on the work plan drawn up at the beginning of the year (Appendix), we jointly drew up a schedule for helping parents, discussed each event, and solved problems.

Thanks to this, all cases were carried out with great enthusiasm, since in their implementation everyone contributed grains of their work, skills, and creativity.

The result is a cozy renovated group and a bedroom with beautiful curtains and colorful walls, because any work is effective when it is properly organized. (Application).

The upbringing and development of a child is impossible without the participation of parents. In order for them to become assistants to the teacher, to develop creatively together with the children, it is necessary to convince them that they are capable of this, that there is no more exciting and nobler thing than learning to understand your child, and having understood him, help in everything, be patient and delicate and then everything will work out.

Today we can say that we have developed a certain system in working with parents. The use of various forms of work gave certain results: parents from "spectators" and "observers" became active participants in meetings and assistants to the educator, an atmosphere of mutual respect was created.

An analysis of joint events and a survey of parents shows that 35% of parents regularly participate in planning the educational process, 90% of families take an active part in organizing educational activities, and up to 70% in the evaluation of results.

Parents began to show a 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. 90% of parents attend parent meetings, actively participate in holidays and entertainment, project activities.

According to the results of repeated diagnostics, there are no parents-observers in the group; the number of parents-leaders increased by 30%; up to 67% increased the number of parents - performers.

As a result of the work done, the use of various forms and methods of communication with parents, the psychological and pedagogical literacy of parents has increased; the culture of interpersonal interaction of children in the group has increased.

The organization of interaction with the family is a difficult job, which does not have ready-made technologies and recipes. Its success is determined by the intuition, initiative and patience of the teacher, his ability to become a professional assistant in the family.

PROJECT

"Kindergarten No. 10 combined type"

With. Vylgort

Vylgort 2015

Content

Introduction………………………………………………………………………….3

Modern approaches to the organization of interaction between the family and the preschool educational institution………………………………………………………………………………….5

The principle of unity of educational influences of the preschool educational institution and the family and its implementation………………………………………………………………………….10

Organization of cooperation: teachers - parents - children…………....13

Forms of interaction between the family and the preschool educational institution…………………………………………………………………………………………………16

Conclusion…………………………………………………………………...25

Used literature………………………………………………..26

Applications

INTRODUCTION

“Parents not only do not interfere or interfere with work, but, on the contrary, can contribute to rapid success”

D. Lashley

Modern conditions for the activities of preschool institutions put forward interaction with the family to one of the leading places. According to experts, communication between teachers and parents should be based on the principles of openness, mutual understanding and trust. Parents are the main social customers of the kindergarten, so the interaction of teachers with them is simply impossible without taking into account the interests and needs of the family. It is for this reason that many preschool institutions today are guided by the search for such forms and methods of work that allow them to take into account the actual needs of parents and contribute to the formation of an active parental position.

Today, when parents often experience difficulties in communicating with their own child, one cannot limit oneself only to the promotion of pedagogical knowledge, in which parents are only passive participants. The initiation by teachers of interaction with the family only on financial and economic issues hinders the development of versatile, constructive relations that are useful to all participants in the educational process. The underestimation of the resources of the family, the inability to competently "manage" them, hinders the transition of both public and family education from one qualitative state to another.

The desire of preschool teachers to change the form of communication between teachers and parents is undoubtedly a positive trend. Effectively organized cooperation can give impetus to building interaction with the family on a qualitatively new basis, which implies not just joint participation in the upbringing of the child, but an awareness of common goals, a trusting attitude and a desire for mutual understanding.

In order to implement the project of the preschool educational institution "Kindergarten and family - a single educational space", as well as to transfer interaction with parents to a new level, taking into account modern requirements, a project was developed"Non-traditional forms of work with parents in preschool educational institutions". The project is being implemented jointlyteachers , parents And children group "Sunshine" in MDOU "Kindergarten of the combined type No. 10" with. Vylgort.

Objective of the project:

search and implementation of the most effective forms of cooperation with the parents of pupils.

Tasks:

Establish partnerships with the family of each pupil, join forces for the development and upbringing of children.

To create an atmosphere of common interests, emotional mutual support and mutual penetration into each other's problems.

Activate and enrich the educational skills of parents.

Maintain their confidence in their own teaching abilities.

Expected results:

development of motivation of teachers to achieve the optimal level of constructive and favorable relationships between the teacher and parents;

implementation of the experience gained in the professional activities of the preschool educational institution;

an increase in parental satisfaction with the work of the teacher and the preschool educational institution as a whole.

Project implementation period:

I stage - Identification of the needs of parents in the field of upbringing and education of their own child -2007-2008;

II stage - Pedagogical education of parents and their involvement in the life of the group -2008-2009;

III stage - Partnership of teachers and parents in the activities of preschool educational institutions -2009-2010 year.

Modern approaches to the organization of interaction between the family and the preschool educational institution

At the heart of the new concept of interaction between the family and the preschool institution is the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and supplement their educational activities. The officially implemented policy in our country of transforming education from family to public is becoming a thing of the past. Recognition of the priority of family education requires new relations between the family and the preschool institution. The novelty of these relations is determined by the concepts of "cooperation" and "interaction".

Cooperation - this is communication "on an equal footing", where no one has the privilege to indicate, control, evaluate.

Interaction is a way of organizing joint activities, which is carried out on the basis of social perception and through communication. In the "Dictionary of the Russian Language" by S. Ozhegov, the meaning of the word "interaction" is explained as follows:

1) the mutual connection of two phenomena;

2) mutual support.

The main point in the context of "family - preschool" is the personal interaction of the teacher and parents about the difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family. Helping each other in understanding the child, in solving his individual problems, in optimizing his development is invaluable.

It is impossible to move to new forms of relations between parents and teachers within the framework of a closed kindergarten: it must become an open system.The results of foreign and domestic research make it possible to characterize what constitutes the openness of a preschool institution, including "openness inward" and "openness outward."

To give a preschool institution "openness inside" means to make the pedagogical process more free, flexible, differentiated, to humanize the relationship between children, teachers, and parents. Create conditions so that all participants in the educational process (children, teachers, parents) have a personal readiness to discover themselves in some activity, event, talk about their joys, anxieties, successes and failures, etc. An example of openness is demonstrated by the teacher.The teacher can demonstrate his openness to children by telling them about something of his own - interesting, seen and experienced on holidays, thereby initiating in children a desire to participate in the conversation. Communicating with parentsthe teacher does not hide when he doubts something, he asks for advice, help, in every possible way emphasizing respect for the experience, knowledge, personality of the interlocutor.At the same time, pedagogical tact, the most important professional quality, will not allow the teacher to stoop to familiarity and familiarity.

By his personal readiness to discover himself, the teacher "infects" children and parents. By his example, heinvites parents for confidential communication, and they share their anxieties, difficulties, ask for help and offer their services, freely express their claims, etc.

"Opening the kindergarten inside" is the involvement of parents in the educational process of the kindergarten. Parents and family members can significantly diversify the lives of children in a preschool institution, contribute to educational work. This can be an episodic event that every family can afford.Some parents are happy to organize an excursion, a "hike" to the nearest forest, to the river, others will help in equipping the pedagogical process, and others will teach children something.

Some parents and other family members are included in the ongoing systematic educational and health work with children. For example, they lead circles, studios, teach kids some crafts, needlework, engage in theatrical activities, etc.

All subjects of the pedagogical process benefit from the participation of parents in the work of a preschool institution. First of all, children. And not just because they learn something new. Another thing is more important - they learn to look with respect, love and gratitude at their dads, moms, grandparents, who, it turns out, know so much, tell stories so interestingly, who have such golden hands. Educators, in turn, have the opportunity to get to know families better, understand the strengths and weaknesses of home education, determine the nature and extent of their assistance, and sometimes just learn. Thus, we can talk about a real addition to family and social education.

In order for the kindergarten to become a real, and not a declared, open system, parents and teachers must build their relationship on the psychology of trust. Parents should be sure of the good attitude of the teacher to the child. Therefore, the teacher needs to develop a "kind look" at the child: to see in his development, personality, first of all, positive traits, create conditions for their manifestation, strengthening, attract the attention of parents to them. The trust of parents in the teacher is based on respect for the experience, knowledge, competence of the teacher in matters of education, but, most importantly, on trust in him due to his personal qualities (caring, attention to people, kindness, sensitivity)

In the conditions of an open kindergarten, parents have the opportunity to come to the group at a convenient time for them, watch what the child is doing, play with the children, etc. Teachers do not always welcome such free, unscheduled "visits" of parents, mistaking them for control and verification of their activities. But parents, observing the life of the kindergarten "from the inside", begin to understand the objectivity of many difficulties (few toys, cramped washroom, etc.), and then instead of complaining about the teacher, they have a desire to help, to take part in improving the conditions of education in the group. And these are the first sprouts of cooperation.Acquainted with the real pedagogical process in the group,parents borrow the most successful methods of the teacher, enrich the content of home education. The most important result of a free visit by parents to a preschool institution is that they study their child in an environment that is unusual for them, notice how he communicates, studies, how his peers treat him. There is an involuntary comparison: does my child lag behind others in development, why does he behave differently in kindergarten than at home? Reflective activity "starts": am I doing everything right, why do I get different results of education, what should I learn.

The lines of interaction between the teacher and the family do not remain unchanged. Previously, preference was given to the direct influence of the teacher on the family, since the main task was to teach parents how to raise children. This area of ​​activity of the teacher was called "work with the family." To save time and effort, "training" was conducted in collective forms (at meetings, collective consultations, in lecture halls, etc.). The cooperation between the kindergarten and the family assumes that both parties have something to say to each other regarding a particular child, the tendencies of his development. Hence the turn to interaction with each family, hence the preference for individual forms of work (individual conversations, consultations, family visits, etc.).

Interaction in a small group of parents with similar home education problems is calleddifferentiated approach.

There is another line of influence on the family - through the child. If life in a group is interesting, meaningful, the child is emotionally comfortable, he will definitely share his impressions with the household.

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

The interaction of teachers and parents of preschool children is carried out mainly through:

involvement of parents in the pedagogical process;

expansion of the sphere of participation of parents in the organization of the life of an educational institution;

parents attending classes at a convenient time for them;

creation of conditions for creative self-realization of teachers, parents, children;

informational and educational materials, exhibitions of children's works, which allow parents to get to know the specifics of the institution, acquaint him with the educational and developing environment;

various programs of joint activities of children and parents;

combining the efforts of the teacher and parent in joint activities for the upbringing and development of the 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;

manifestation of understanding, tolerance and tact in the upbringing and education of the child, the desire to take into account his interests, without ignoring feelings and emotions; respectful relationship between the family and the educational institution.

Thus , the relationship of the preschool institution with the family should be based on cooperation and interaction, subject to the openness of the kindergarten inward and outward.

Principles of interaction with parents

Before we started the implementation of this project, the principles of interaction with parents were determined:

Realize that only the joint efforts of the family and the educational institution can help the child; Treat parents with respect and understanding.

Remember that a child is a unique individual. Therefore, it is unacceptable to compare him with other children. There is no one like him (her) in the world, and we must value his individuality, support and develop it. In teachers, the child should always see people who are ready to give him personal support and come to the rescue.

To educate in children boundless respect for their parents, who gave them life and put a lot of mental and physical strength so that they grow up and be happy.

Consider the wishes and suggestions of parents, highly appreciate their participation in the life of the group.

Consider the upbringing and development of children not as a set of general techniques, but as the art of dialogue with a specific child and his parents based on knowledge of the psychological characteristics of age, taking into account the child’s previous experience, his interests, abilities and difficulties that have arisen in the family and educational institution.

Respect what is created by the child himself (a story, a song, a building made of sand or other building material, modeling, drawing, etc.). To admire, together with parents, his initiative and independence, which contributes to the formation of self-confidence and self-confidence in the child, and in parents causes a sense of respect for the educators of their children.

Regularly in the process of individual communication with parents to discuss all issues related to the upbringing and development of children.

Show understanding, delicacy, tolerance and tact, take into account the point of view of parents.

The interaction of the family and the preschool educational institution on the development of the personality of preschool children can be traced in the implementation of the pedagogical principle -unity of educational influences. If such unity and coordination of efforts are not achieved, then the participants in the educational process are likened to Krylov's characters - Cancer, Swan and Pike, who, as you know, pulled the cart in different directions. If educational efforts do not add up, but counteract, then it is difficult to count on success. At the same time, the pupil experiences enormous mental overload, because he does not know who to believe, who to follow, he cannot determine and choose the right influences among those authoritative for him. To free him from this overload, to sum up the action of all forces, thereby increasing the influence on the personality, and the principle of the unity of educational influences requires.

The rules for implementing the principle help educators to cover all aspects of educational interaction.

The educator must educate himself. Educators and parents have no other way than to cultivate in themselves the qualities that they would like to instill in their children.

In the practice of education, conflict situations often arise when educators do not agree with the activities of the family or, on the contrary, the family has a negative attitude towards the requirements of educators. Parents often nullify the efforts of teachers, caressing, indulging their children, educating consumer psychology in them. Misunderstandings should be eliminated, relying not on what separates, but on what unites all educational efforts.

Thus , the practical implementation of the introduction of non-traditional forms of interaction between preschool educational institutions and parents requires the creation of a unified system of education. The systematic process of education is ensured by the observance of continuity and consistency in the formation of personality traits. In educational work, one should rely on previously acquired positive qualities, norms of behavior. Gradually, both the norms and the means of pedagogical influence should become more complex.

Organization of cooperation: teachers - parents - children.

In recent decades, new approaches to the pedagogical interaction of the kindergarten and the family have been outlined.

Recognition of the priority of family education requires other relationships between the family and educational institutions, namely, cooperation, interaction and trust. The cooperation of teachers and parents allows you 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, developing the child's abilities.

The majority of parents are not professional educators. They do not have special knowledge in the field of upbringing and education of children and often experience difficulties in establishing contacts with children. Teachers and parents should look together for the most effective ways to solve emerging problems, determine the content and forms of pedagogical education in this regard. For the maximum effectiveness of such cooperation, simple informative monologue communication is not enough; it is necessary to strive for an equal dialogue with the families of pupils.

The decisive role in establishing such interaction belongs to teachers. Not all parents respond to the teacher's desire to cooperate with them. Work and interaction should begin with those who wish to participate in the life of the group, kindergarten. Gradually, tactfully involve other parents in cooperation, relying on like-minded parents, taking into account the interests of children and their families.

At the present stage, in working with parents, the concept of “involving parents” in the activities of a preschool institution has appeared, i.e. active participation of parents in the work of the preschool educational institution, which affects its functioning and development.

All work to involve parents in the activities of a preschool institution can be divided into three stages:

Identification of the needs of parents in the field of upbringing and education of their own child;

Pedagogical education of parents, their involvement in the life of the group;

III . Partnership of teachers and parents in the activities of preschool educational institutions.

At the first stage effective means of working with parents"Ladder of Trust" each of the steps of which is a kind of stage of rapprochement with the family.(Annex 1)

Also, teachers will be helped by conversations with parents, home visits, observation of children, questionnaires, surveys, “Mailbox”.

Pedagogical education parents is the most important step. To implement the content of this work, the preschool educational institution uses collective and individual forms of interaction: question and answer evenings, business games, parent meetings (general and group), oral journals, meetings with interesting people, the Family Cafe parent club, the library, conversations, performance individual instructions, correspondence, visual agitation.

The main task at the third stage was the creation of conditions for the development of partnerships in the educational space of preschool educational institutions, and this can only be achieved through the activities of teachers, parents and children, which can be implemented in various forms.

Thus , the work of parents and teachers in the conditions of a preschool institution has a pronounced specific nature of cooperation, since both the content and the forms of relationships between parents and employees of a preschool institution have changed.

Forms of interaction between the family and the preschool educational institution

Not all families fully realize the full range of opportunities to influence the child. The reasons are different: some families do not want to raise a child, others do not know how to do it, others do not understand why this is necessary. In all cases, qualified assistance from a preschool institution is needed.

Currently, individual work with the family, a differentiated approach to families of different types, care not to lose sight and influence of specialists not only difficult, but also not entirely successful in some specific, but important issues, continue to remain topical tasks. families. Authoritarian methods of "education" of parents are excluded. You should interact with parents with interest and love for the child. In order for educators and parents to find time for such interaction, it must be specially organized. Each direction of a child's development involves special content and forms of communication between educators and parents, during which their psychological and pedagogical culture will increase.

With the help of a survey, we identified the needs of parents, their ability to communicate with children, their interests in the field of upbringing and education of children. For example, using a questionnaire"Let's get acquainted" we got to know our pupils, the interests of families, living conditions, the place of work of parents, favorite games and activities of children.(Annex 2)

Visiting the child's family gives a lot for its study, establishing contact with the child, his parents, clarifying the conditions of education, if it does not turn into a formal event. The teacher must agree in advance with the parents on the time of the visit that is convenient for them, and also determine the purpose of their visit. To come to the child's home is to come to visit. So, you need to be in a good mood, friendly, benevolent. You should forget about complaints, comments, do not allow criticism of the parents, their family economy, way of life, give advice (single!) tactfully, unobtrusively. The behavior and mood of the child (joyful, relaxed, quiet, embarrassed, friendly) will also help to understand the psychological climate of the family.

An open door day, being a fairly common form of work, makes it possible to acquaint parents with a preschool institution, its traditions, rules, features of educational work, to interest them and involve them in participation. But, given the current trend of parents' employment, in order to familiarize parents with the structure and specifics of conducting classes, the conditions for children's stay in preschool educational institutions, we conduct"Open House Week" for parents”, and not one day. As a result, the number of moms and dads who attended the events held during this week increased.

At the end of the week (Friday evening), a joint tea party is organized, at which parents exchange impressions of what they saw, and educators make recommendations.

Excerpts from reviews:

“Children are engaged with pleasure, despite the fact that work requires perseverance, accuracy”;

“It is interesting to watch how children skillfully transform into ducklings, frogs, funny animals, jump and dance”;

“I am satisfied with the work of all teachers in the kindergarten, I am calm for preparing the child for school”;

“I never thought that my child could do so well.”

Parents like this form of work, as it allows them to see the real achievements of each child, to learn some of the techniques and methods of working with children themselves.(Annex 3)

Evening conversations are held both individually and in groups. In both cases, the goal is clearly defined: what needs to be found out, how we can help. The content of the conversation is concise, meaningful for parents, and is presented in such a way as to encourage the interlocutors to speak. The teacher should be able not only to speak, but also to listen to parents, express their interest, goodwill.

Consultations. Usually a system of consultations is drawn up, which are carried out individually or for a subgroup of parents. Parents of different groups who have the same problems or, conversely, success in education (capricious children; children with pronounced abilities for drawing, music) can be invited to group consultations. The goals of the consultation are the assimilation by parents of certain knowledge and skills; help them solve problems. The forms of consultations are different (a qualified report by a specialist followed by a discussion; a discussion of an article read in advance by all those invited to the consultation; a practical lesson, for example, on the topic "How to teach a poem with children"). An important condition for planning consultations is to identify topics of interest to parents.

(Annex 4)

Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them toworkshops. This form of work makes it possible to talk about the methods and techniques of learning and show them: how to read a book, look at illustrations, talk about what they read, how to prepare a child’s hand for writing, how to exercise the articulatory apparatus, etc.(Annex 5)

parent meetings are warm friendly meetings over a cup of tea, during which the stated topics are discussed. Parents are notified in advance about the topic, date and time of the meeting, they receive letters of invitation written by the educator, and issued by their own child. After the meeting, parents have the opportunity to talk with the caregiver about their child individually.(Annex 6)

Each of our meetings with parents gives rise to reflection, causes a desire to analyze and reason. Before the meeting, the teacher, using a survey, determines the topic of interest to parents. Gives tasks to parents (prepare a speech, ensure the attendance of parents, etc.)

Each parent brings up his children as he sees fit, based on his knowledge, skills, feelings and beliefs. It is difficult for an outsider, even a teacher who is usually close to the parent, to resist this. And is it necessary? Should we break this tradition? Isn't it better to build it into a kind of principle: let the family raise children as they want. But she must certainly want and be able to educate. And to help parents choose the right path, infamily cafe we are talking at a round table. The topics of the meetings are formulated and requested by the parents. Over a cup of coffee or tea, in an atmosphere of calmness and goodwill, parents, teachers, specialists discuss pressing problems, issues of upbringing and development of children, engage in creativity with children, and jointly search for optimal forms of helping a child.

parent conferences. The main goal of the conference is the exchange of experience in family education. Parents prepare a message in advance, the teacher, if necessary, assists in choosing a topic, designing a speech. An expert can speak at the conference. His speech is given "for starters" in order to cause discussion, and if possible, then discussion. It is important to determine the current topic of the conference ("Caring for the health of children", "Introducing children to the national culture", "The role of the family in the upbringing of the child"). An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference. You can finish the conference with a joint concert of children, employees of a preschool institution, family members.

Parents were also interested in such a form of joint work as"Master Class" , where teachers teach parents self-massage techniques, drawing, modeling, and how to make educational toys. The result of this work was the holding of "Master classes" by the parents themselves.

Given the busyness of parents, such a form of communication with the family is also used, such as"Parent Mail". Any family member has the opportunity in a short note to express doubts about the methods of raising their child, seek help from a specific specialist, etc.

Collaboration between a psychologist, educators and families helps not only to identify the problem that caused the difficult relationship between parents and the child, but also to show the possibilities for solving it. At the same time, it is necessary to strive to establish equal relations between the teacher-psychologist, educator and parents. They are characterized by the fact that the parents form an attitude towards contact, there are trusting relationships with specialists, which, however, do not mean full agreement, leaving the right to their own point of view. Relationships proceed in the spirit of equality of partners. Parents do not passively listen to the recommendations of specialists, but they themselves participate in drawing up a plan for working with a child at home.

A new form of pedagogical education of parents was the releasemagazine "Kaleidoscope". This is a mini-magazine, the pages of which provide a lot of useful information and practical advice on the upbringing and development of children. The magazine contains several sections, each of which reveals in more detail the secrets of successful upbringing and development of the child.. (Annex 7)

"Lessons for Parents" parents learn the methods and techniques of raising and educating children;

"Home playroom" introduces simple, interesting, and most importantly, useful games for children;

In chapter "Aibolit is in a hurry to help" recommendations are given for the preservation and promotion of health;

speech therapist's advice on the development of children's speech, contains a rubric"Assignments of Dr. Zvukov";

"Cinderella Workshop" gives the opportunity to plunge with the child into the world of creativity and fantasy.

Heading "Bon appetit" will tell you how to feed the child deliciously, what to serve on the festive table, how to surprise guests.

An effective way of working with parents isindividual conversations of educators and other employees with adult family members. In these conversations, parents are more willing and frank to talk about the grief that can sometimes be in the family, about the anxiety that the child’s behavior causes, about the success of the baby. Individual conversations can take place at the initiative of the teacher or the parents themselves. Sometimes it is necessary to agree on such a conversation in advance, sometimes it is enough to talk in the morning or in the evening when parents come to kindergarten.

The information collected in kindergarten is of great benefit in the pedagogical education of parents.library. During the child's stay in a preschool institution, parents can read a lot of pedagogical literature, and the teacher has the opportunity to guide and direct their reading. Books for such a library are selected and acquired mainly by the teacher of the group, but parents can also help in this. It is useful to keep a record of the literature that parents have read.

A special place in the promotion of pedagogical knowledge is occupied by the organizationcorners for parents. The creative use of this form of work makes it possible to widely acquaint parents with the issues of raising children. mostimportant feature Corner is that,All content is addressed to parents on behalf of children.

The design of textual and illustrative material in them can be - depending on the conditions - very different; stand, shelf or table for demonstrating children's works, pedagogical and fiction, specially equipped showcases, mats.

To systematize the content of the corner, you can arrange the materials into sections, and to update the texts, set the approximate time for their replacement. Yes, in the section"What did we do today" briefly talks about the activities of children during the day, demonstrates children's work. Section content changes daily.

In chapter "Our life" children tell what interesting things, walks, excursions, public holidays are waiting for them this month. Here you can also write about what participation parents will take in organizing these events, what and by what date the child needs to be prepared (for example, a message is posted that a long-distance excursion is being held on such and such a date, which means that the day before the “hike” it is necessary carefully check the child's shoes). This section can be updated once a month.

Chapter "Tips and Tricks" does not give parents a system of knowledge on pedagogy, but provides the necessary pedagogical information, introduces parents to the issues of education. The content of tips and recommendations should be correlated with the program material that is currently given to children in the group. In the same section, you can highlight the best experience of family education. In the same section, you can put an approximate mode of the child at home and in kindergarten, a menu for every day; give the information necessary for parents: the hours of the doctor's appointment, the manager; telephone, address; payment scale for the maintenance of a child in kindergarten. The materials in this section change every 2-3 months.

In chapter "Note" ads of a different nature are posted, the content of which is compiled on behalf of children.

The section most popular with parents is

"Our Children" , telling about what the children have achieved, what they have learned, what they have learned to do.

In chapter "Card file of good deeds" in one form or another reflects the activities of parents. It tells about the achievements of the parents, about how they help the group and the kindergarten. Thanks are given. This section is updated as needed.

All Ugolok material is completely replaced once a quarter.

A joint visits to museums, theaters, exhibitions, excursions into nature, hiking, all this allows children, parents, teachers to get to know each other better, acquire interaction skills, and children from single-parent families to compensate for the lack of male or female education.

Participation of parents in the celebrations and entertainment: acting as fairy-tale characters known to children according to the scenarios of autumn, New Year's, spring, graduation matinees gives parents the opportunity to watch their children not from the outside, but in the process of joint activities. Children are less worried when performing, they are happy and proud of their parents.(Annex 8)

At the end of each month, a family holiday is held in the group."Day of Leisure and Rest". Joint preparation and holding of this day contributes to the upbringing of kind, sympathetic children who love and respect mom and dad, sisters and brothers, grandparents, all friends and relatives.

Sports and intellectualcompetitions And relay races , contests And quiz loved by both parents and children. Accepted Winnersactive participation in various competitions of the preschool educational institution, the district. (Annex 8)

Thus, the variety of forms and methods of work helps to find common ground with different categories of parents, and the interaction of the kindergarten with the family can be carried out in different ways. It is only important to avoid formalism.

Conclusion

Our project addresses the issue that the family and the kindergarten are chronologically connected by continuity, which ensures the continuity of the upbringing and education of children. What is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions.

The experience of working with parents shows that the position of both parents and educators has become more flexible. Now they are not spectators and observers, but active participants in various events. Moms and dads feel more competent in raising children. Most parents began to purposefully deal with the problems of educating preschool children. They are interested in the problems of patriotic, moral and aesthetic education of children, their culture of behavior, familiarizing children with cultural values. Parents expressed their desire to hold circles: "Origami", "Modeling from salt dough", "Crochet", "Skillful hands", "Young sportsman".

Thus, the use of non-traditional forms of interaction between a preschool institution and the family contributes to an increase in the efficiency of work with parents, and allows creating a unified environment for the development of the child. Parents get the opportunity to get to know each other better, share experiences, get to know their children better, learn interaction, empathy, and co-creation.

In the future, we will improve the work we have begun, looking for new forms of interaction with parents, and introduce them into the work of the preschool educational institution. The joint concerted efforts of the kindergarten and the family make it possible to more successfully solve the important task of making the kindergarten a place of joy where children and parents would come with pleasure.

List of literature on this issue:

Antonova T., Volkova E., Mishina N. Problems and the search for modern forms of cooperation between kindergarten teachers and the child's family // Preschool education. 1998. N 6. S. 66 - 70.

2. Arnautova E. Methods for enriching the educational experience of parents // Preschool education. 2002. N 9. S. 52 - 58.

3. Belonogova G., Khitrova L. Pedagogical knowledge for parents // Preschool education. 2003. N 1. S. 82 - 92.

4. Interaction of an educational institution with the family as the main partner in the organization of the educational process (guidelines). - Orenburg: Orenburg IPK, 2003.

5. Grigoryeva N., Kozlova L. How do we work with parents // Preschool education. 1998. N 9. S. 23 - 31.

6. Dalinina T. Modern problems of interaction between a preschool institution and a family // Preschool education. 2000. N 1. - S. 41 - 49.

7. Doronova T. N. Interaction of a preschool institution with parents // Preschool education. 2004. N 1. - S. 60 - 68.

8. Doronova T.N., Solovieva E.V., Zhichkina A.E. et al. - M.: Linka-Press. Preschool and family - a single space for child development. - 2001. - S. 25 - 26.

9. Kozlova A. V., Desheulina R. P. Work of a preschool educational institution with a family. - M.: Sphere, 2004 - 112 pages.

10. Strumilin S. G. Non-traditional forms of work with parents of preschool educational institutions // New World. 1960. N 7. - S. 208.

Non-traditional forms of work with parents

Vylgort 2009

APPENDIX

Annex 1

We trust you

count me

member of your team

We will cooperate

What does it give?

So what?

Who you are?

FIRST STAGE "WHO ARE YOU?"

We don't know you

What to do?

Parents of pupils with a neutral and passive life position, as well as parents of newly admitted children.

Development of a booklet for preschool educational institutions. Parent meeting "Group presentation". Questioning the social expectations of parents. Poster information about the life of the group and the preschool educational institution as a whole.

SECOND STAGE "SO WHAT?"

Yes, we heard something about you

What to do?

Parents of children in the period of adaptation.

Parent meetings, confidential letters.

THIRD STEP "WHAT DOES IT GIVE?"

This is interesting

What to do?

Parents with a neutral and passive life position.

"Week of open doors", "Master classes", joint activities with children.

FOURTH STAGE "WE WILL COOPERATE"

It attracts us

What to do?

Parents who are ready to actively cooperate.

Holding joint events, holidays. Creation of family clubs.

FIFTH STEP "CONSIDER ME AS A MEMBER OF YOUR TEAM"

Need my help?

What am I doing?

Parents.

I actively participate in all activities of the group and kindergarten. I provide sponsorship.

SIXTH STEP "WE TRUST YOU"

We will tell everyone about you

What are we doing together?

Alumni parents. Parents of children at risk, children with special educational needs. The inhabitants of the village.

We rejoice in the success of our graduates. We discuss achievements, problems of children and ways to solve them. We share experience.

Appendix 2

Questionnaire for parents

"Let's get acquainted"

We are glad to see you and your child in our kindergarten.

We hope that the baby here will be comfortable, fun, interesting.

Let's get acquainted.

FULL NAME. child ___________________________________________

Date of Birth__________________________________________

Home address, phone number _____________________________________

Family composition (which child is in the family account) ______________________________________________________________

MOTHER

Education, specialty __________________________________

Place of work, work phone, mobile phone __________________________________________________________

FATHER

Full name, year of birth____________________________________________

Education, specialty ______________________________________

Place of work, work phone, mobile phone

Who does the child live with?

Family members who do not live with the child, but take an active part in his upbringing _________________________________________________

Other children in the family (their age), the relationship of the child with them ______________________________________________________________

What do you name your child (his favorite name) __________________

To which family member is the child most attached?

Does the child often get sick, what diseases, injuries, suffered ___________________________________________________________

The main types of games and activities at home ______________________________

Is it easy to make a child laugh ____________________________

What toys do you like, who cleans them ____________________________

Favorite games_________________________

Favorite food ___________________________________

Disliked food __________________________________________

How does a child wake up in the morning?

a) active, in a good mood

b) with whims, mood improves by 11-12 o'clock ___________

How often do you have guests in your house (rarely, once a week, once a month) __________________________________________________________

Do you visit children's entertainment establishments with your child?

How the child interacts with children in the game:

A) active, leader _______________________________________________

B) easily joins the players ______________________________

C) is experiencing difficulties

Favorite activity, interests:

Sculpting, drawing, designing _________________________

Outdoor games, physical activity ____________________

Books, educational games _______________________________

Other ____________________________________________________________

How do you punish your child (list) ____________________________

What is the most effective punishment?

What kind of incentives do you use ____________________________

What is the most effective incentive?

The child's living conditions (a separate room, a corner in a common room, a separate bed, a shared bed with one of the children, etc.)

__________________________________________________________________________________________________________________________

Your wishes_________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Questionnaire for parents

Purpose: to reveal the features of communication between parents and children

1. Do you and your spouse agree on raising a child?

2. What is your position in communicating with the child

(dominant, equal)?

3. How do you most often influence the child - in the form of instructions, explanations, suggestion, persuasion, requests?

4. How often do you pretend to listen to your child when you go about your business, but you don't hear him? (Often, sometimes, never)

5. Do you insult the child (verbally) when you are in conflict with him? (Yes, sometimes, never)

6. Do you consider your child's emotional state?

(Always, sometimes)

7. How often do you correct your child if he makes mistakes in communication? (Always, sometimes, never)

8. Do you remind the child if he forgets to say speech, etiquette formulas?

9. Do you always understand the mood of the child?

10. Do you understand the child in the process of communication by his gestures and facial expressions?

11. What methods and how often are used in the family to develop the child's communication skills?

12. What difficulties do you encounter in the process of building a culture of communication?

13. What prevents your full communication with the child?

Annex 3

Approximate action plan

"Week of open doors"

Days of the week

Morning

Day

Evening

Monday

9.00 – 10.00

Activities with children

Walk, regime moments.

Evening of poetry.

(acquaintance with the work of A.S. Pushkin)

Tuesday

9.00 – 10.00

Activities with children

Walk, regime moments.

Sports entertainment "Kids-strong men"

Wednesday

9.00 – 10.00

Activities with children

Walk, regime moments.

Concert by appointment.

(participants: parents and children)

Thursday

9.00 – 10.00

Activities with children

Walk, regime moments.

creative workshop

(joint activity of children and parents

Friday

9.00 – 10.00

Activities with children

Walk, regime moments.

"Family Cafe"

(summarizing the week)

Appendix 4

Don't expect your child to be like you, or the way you want. Help him become not you, but himself.

Do not think that the child is yours: he is God's.

Do not demand payment from the child for everything that you do for him: you gave him life, how can he thank you? He will give life to another, that to a third: this is an irreversible law of gratitude.

Do not take out your grievances on the child, so that in old age you do not eat bitter bread, for what you sow, it will come up.

Do not treat his problems haughtily: the severity of life is given to everyone according to their strength, and be sure that his burden is no less heavy for him than yours is for you. And maybe more. That's why he doesn't have the habit.

Don't humiliate.

Don't torture yourself if you can't do something for your child

torment - if you can and do not.

Remember - not enough is done for the child if everything is not done.

Learn to love someone else's child. Never do to someone else what you would not want others to do to yours.

Love your child in any way: untalented, unlucky, adult. Communicating with him, rejoice, because the child is a holiday that is still with you.

An angry, aggressive child, a fighter and a bully is a great parental chagrin, a threat to the well-being of the children's team, a "thunderstorm" of the yards, but also an unfortunate creature that no one understands, does not want to caress and pity. Children's aggressiveness is a sign of internal emotional distress, a complex of negative experiences, one of the inadequate methods of psychological protection.

Such children use every opportunity to push, beat, break, pinch. Their behavior is often provocative. To evoke aggressive behavior in response, they are always ready to anger their mother, teacher, and peers. They will not calm down until the adults "explode" and the children do not enter into a fight. For example, such a child will be more conscious to dress more slowly, refuse to wash his hands, put away toys until he pisses off his mother and hears her cry or receives a slap. After that, he is ready to cry and, only having received comfort and affection from his mother, will he calm down. Isn't it a very strange way to get attention? But for this child, this is the only mechanism for the "exit" of psycho-emotional stress, accumulated internal anxiety.

In our life, unfortunately, there are many events that in themselves can harden, embitter, drive to despair and cause negative experiences. Children clearly capture the moods of others. Therefore, parents should not allow their child to discuss troubles, watch programs about disasters and films about murder and hopelessness, evaluate negatively the actions of others, reproach and threaten offenders with reprisals. Such manifestations of dissatisfaction and resentment are not the best example to follow and can return to the family as a boomerang in the "performing" of the child. Adults should not be surprised why their child repeats their abusive expressions word for word, is in a position of constant resistance and rejection of the people and events around him. If you begin to notice that your child is electrified with anger, calls names, fights, offends and treats animals cruelly, then the first thing you should do is ask yourself questions:

When did it start?

How does a child show aggression?

When does a child show aggression?

What caused the aggressiveness?

What has changed in the behavior of the child since that time?

What does the child really want?

How can you really help him?

The causes of aggressiveness are almost always external: family troubles, deprivation of something desired, the difference between what is desired and what is possible. Therefore, work with the aggression of your child must begin with an independent analysis inside family relations. This will be the main step in solving the existing problem.

If your child shows signs of aggressive behavior, play the games below with him. This can be done in the family circle, with the participation of close relatives (brothers, sisters), as well as with your child's friends.

The most important thing is to try to liberate yourself, surrender to the game, because the child will certainly feel your sincerity and appreciate it.

"KILL THE DUST"

(for children from 4 years old)

Each participant is given a "dusty pillow". He must, diligently pounding with his hands, thoroughly "clean" her.

"KIDS FOOTBALL"

(for children from 4 years old)

Instead of a ball - a pillow. The players are divided into two teams. The number of players from 2 people. The judge must be an adult. You can play with your hands and feet, the pillow can be kicked, thrown, taken away. The main goal is to score a goal.

Note: an adult monitors compliance with the rules - you can’t use your arms, legs if there is no pillow. Penalties are removed from the field.

"HOUR OF SILENCE AND HOUR OF "POSSIBLE""

(for children from 4 years old)

Agree with your child that sometimes, when you are tired and want to rest, there will be an hour of silence in the house. The child should behave quietly, calmly play, draw, design. But sometimes you will have a "maybe" hour when the child is allowed to do almost everything: jump, scream, take mom's outfits and dad's tools, hug parents and hang on them, etc.

Note: "hours" can be alternated, or you can arrange them on different days, the main thing is that they become familiar in the family.

"FALLING TOWER"

(for children from 5 years old)

A high tower is built from pillows. The task of each participant is to take it by storm (jump), uttering victory cries like:

"Ah-ah-ah", "Hurrah!" etc. The winner is the one who jumps on the tower without destroying its walls.

Note:

· Each participant can build himself a tower of such a height that, in his opinion, he is able to conquer.

· After each assault, the "fans" emit loud cries of approval and admiration: "Well done!", "Great!", "Victory!" etc.

"STORM OF THE FORTRESS"

(for children from 5 years old)

A fortress is built from unbreakable objects that have fallen "under the arm" (slippers, chairs, cubes, clothes, books, etc. - everything is collected in one big pile). The players have a "cannonball" (ball). In turn, each with all his strength throws the ball into the enemy fortress. The game continues until the entire heap - the "fortress" - is shattered into pieces. With each successful hit, the assaulters emit loud victory cries.

"WE SCORE VEGETABLES"

(for children from 5 years old)

Invite the children to quarrel, but not with bad words, but ... vegetables: "You are a cucumber", "And you are a radish", "You are a carrot", "And that one is a pumpkin", etc.

Note: Before scolding a child with a bad word, remember this exercise.

"ON THE Bumps"

(for children from 5 years old)

Pillows are laid out on the floor at a distance that can be overcome in a jump with some effort. The players are "frogs" living in the swamp. Together on one "bump" capricious "frogs" closely. They jump on the pillows of their neighbors and croak: "Kwa-kva, move over!" If two "frogs" are crowded on the same pillow, then one of them jumps further or pushes a neighbor into the "swamp", and she is looking for a new "bump".

Note: an adult also jumps over "bumps". If between the "frogs" it comes to a serious conflict, he jumps up and helps to find a way out.

"ZHUZHA"

(for children from 6 years old)

"Zhuzha" sits on a chair with a towel in his hands. Everyone else runs around her, making faces, teasing, touching her, tickling her. "Zhuzha" endures, but when she gets tired of all this, she jumps up and starts chasing the "offenders" around the chair, trying to whip them on the backs with a towel.

Note: the adult follows the form of the expression "teaser". They should not be offensive and painful.

Application5

The workshop is an active form of interaction that allows for immediate feedback. Unlike individual and group consultations, this form of work is effective in that parents do not just receive a “finished product” in the form of information, but must themselves be actively involved in the process of “obtaining” information.

The structure of such a lesson, as a rule, differs little from the classical scheme of a business game, the indispensable elements of which are:

An exercise aimed at setting up participants for productive work (if there are a large number of participants, then any game - an energizer can act as such an exercise);

Group work;

Thematic presentation of the presenter;

Final task for the participants; reflection of the past lesson; "Feedback".

In particular, according to this scheme, we organize classes for parents of four-year-old children. As an example of a workshop, we bring to your attention a lesson on the topic “Game and the developing subject environment of preschool childhood” (developed by Masyagina O.Yu.).

Seminar for parents

"Game and developing subject environment of preschool childhood"

Preparing the facilitator for the seminar includes:

Making an information stand in the institution (materials about the role of the game, about the developing functions of the game, etc.);

Making an exhibition of children's drawings with the code name "I dream of such a toy!";

Design of an information stand in the office (pictures with various types of toys and reference plates for the design of pictures: "Social and emotional development", "Intellectual and cognitive development", "Motor development");

“Puzzles” for dividing participants into pairs (figures cut into two parts);

Printouts of situations for work in groups;

Two sheets with the heading "Perfect toy";

Supporting plates on the pedagogically valuable qualities of toys: “Possibility of using in joint activities”, “Didactic properties”, “Polyfunctionality”, “Belonging to art crafts”;

Booklets "The value of the play activity of a preschooler" for parents to study at home;

Blanks for business cards (colored, different in shape)

Lesson progress:

1. Greetings from the host, general attitude to work.

2. Task "Business card". Participants are given blanks for business cards, and are invited to design a business card in accordance with their taste, mood, character.

For the presenter, this task is an auxiliary tool for maintaining the general emotional background. The facilitator can comment on the design of business cards in some way, or ask the participants themselves to do so.

3. Participants are divided into pairs (for this, the leader distributes to each halves of the cut figures: those participants whose halves match form a pair). Participants tell their vis-a-vis about themselves, look for a common topic for conversation (in particular, it may be the child’s stay in the studio or the purpose of the stay in this lesson), ask each other any leading questions in order to get the most complete picture of the person sitting opposite.

About five minutes are allotted for this task, then each parent shares his impressions about what he heard, talks about his interlocutor.

4. Group work. Participants are divided into two groups, each group leader offers cards with tasks-situations that need to be resolved (find options for solving the proposed situations).

Situation 1 . You gave your child a beautiful and very expensive toy that he had long dreamed of. However, literally a day later you find the toy broken. Your actions?

Situation 2. Your child is naughty in the cafeteria where you briefly went - laughing, running between tables, waving his arms. You, thinking about the rest of those present, stopped him, forced him to sit down at the table and severely scolded him. What experience can a child get in this situation? (15 minutes).

The opinion of the group is heard. General discussion. Facilitator's comments aimed at emphasizing the role of play in preschool age. It is important to remind parents that the leading activity of a preschooler is play activity, because it is through play that a child learns the world around him and learns the rules of behavior (this should be taken into account if parents want to receive positive emotions when raising their child).

5. Group work . Participants are given sheets (one per group) with the heading "The Perfect Toy". Drawing up the characteristics of the “ideal” toy: what qualities should the “ideal” toy have, according to parents. A representative from the group voices the opinion of the group, justifies the choice of one or another quality. Sheets are attached with magnets to the board.

6. Theoretical part , implying the speech of the presenter. The facilitator talks about the meaning of the game in preschool age; indicates the most pedagogically valuable qualities of toys (using reference plates that are attached to the blackboard with magnets); shows the types of toys (focusing on the information stand) and explains their impact on the development of the child; reveals the concept of "role-playing game", draws attention to the drawings of children.

Today, the educational functions of the family are significantly weakened, as parents long years focused on social education. As a result, the fulfillment of family functions is now significantly weakened. One of the main conditions for increasing the effectiveness of family education is the realization that the family is the highest social value in which the formation and development of the child's personality can be fully realized.

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Non-traditional forms of work with the family

Introduction

The kindergarten and the family are two important institutions for the socialization of children. Teachers and parents have common tasks: to do everything so that children grow up happy, active, healthy, cheerful, sociable, so that they become harmoniously developed personalities. Modern preschool institutions do a lot to ensure that communication with parents is rich and interesting. On the one hand, teachers keep all the best and time-tested, and on the other hand, they seek and strive to introduce new, effective forms of interaction with the families of pupils, the main task of which is to achieve real cooperation between the kindergarten and the family.

Communication will be successful if it is meaningful, based on topics that are common and significant for both parties, if each of them enriches their information baggage in the process of communication. The content of work with parents is realized through various forms. The main thing is to convey knowledge to parents.

1. Factors affecting the development of the child in the family

2. Functions of the family and preschool

Family; DOW

Creates conditions for intellectual and physical

child development;

Provides primary socialization of the individual;

Creates a unique atmosphere of love, emotional richness and warmth of individual relationships, conditions for emotional

- mental maturation.

The functions are the same for both the family and the preschool institution. The child is between the parents and their requirements, on the one hand, and the teacher, on the other hand.

Parents entrust the kindergarten with the education of their child. Preschool, in turn, actively cooperates with the family. With a variety of forms of work with parents, there is still a misunderstanding between parents and teachers. Causes of misunderstanding between parents and teachers

According to preschool teachers

• parents idealize their child, cannot objectively assess his level of development, do not want to see shortcomings;
• parents are indifferent to their children and kindergarten;
• shift the responsibility for education and training to kindergarten;
• low cultural and pedagogical level of parents.

According to the parents of pupils of the preschool educational institution

• inattention to children on the part of the educator;
• do not fully show work with children (only work on art and manual labor);
• only receive: so it is necessary and so;
• a lot of negative things are said about the child and little good;
• what they do with our children, we do not fully know;

• little practical information.

The problem of misunderstanding is not at all in the lack of attention from the parents, but in the closeness of the preschool educational institution itself. Parents do not have open access to the work of an educator, there is no adequate exchange of opinions. Educators do not want the penetration of parents into their territory, even in matters of assistance. Parents are allowed in the preschool when it is required - for landscaping, for holidays, for gardening, for a meeting. On other days, the kindergarten doors are closed. Teachers sincerely believe that their mission is to teach, control the family, point out its mistakes and shortcomings. As a result, very tenacious methods and forms of work with the family have developed with the dominance of the teacher's monologue (instructive messages, consultations, information stands). The child himself and his interests often fall out of sight of both parents and educators. Adults are preoccupied with their ambitions, proving to each other that they are right and competent.

The microclimate of the family itself, where children are introduced to social values, familiarizing them with the complexities and contradictions of the modern world.

Intra-family activity is the main means of socialization of a person and his familiarization with future life activity.

Educational activities of parents, where parents act as educators.

To date, the educational functions of the family have been significantly weakened, since parents have been oriented towards public education for many years. As a result, the fulfillment of family functions is now significantly weakened.

One of the main conditions for increasing the effectiveness of family education is the realization that the family is the highest social value in which the formation and development of the child's personality can be fully realized. In this regard, an educational institution needs, on the one hand, to ensure the responsibility of parents for the upbringing of children, and on the other hand, to prepare the family for the implementation of this task.

At the same time, it is necessary to search for new forms of interaction between the family and preschool institutions.

3. Non-traditional forms of work with the family

Now, in addition to traditional forms of work with families such as: conversations, consultations, questionnaires, visual agitation, parent meetings: group and general (for parents of the entire institution),family visit. In preschool educational institutions are increasingly replacingnew non-traditional cognitive forms, such as KVN, Pedagogical Lounge, Round Table, Field of Miracles, What? Where? When? ”,“ Through the mouth of a baby ”,“ Talk show ”,“ Oral magazine ”. Such forms are built on the principle of television and entertainment programs, games, they are aimed at establishing informal contacts with parents, drawing their attention to the kindergarten. Non-traditional cognitive forms are designed to familiarize parents with the characteristics of the age and psychological development of children, rational methods and techniques of education for the formation of practical skills in parents. However, here the principles on the basis of which communication between teachers and parents is built have been changed. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate a communication partner. An informal approach to organizing and conducting these forms of communication puts educators before the need to use a variety of methods for activating parents.

Preschool presentation

The goal is to acquaint parents with a preschool institution, its charter, development program and a team of teachers; show (fragmentary) all activities for the development of the personality of each child. As a result of this form of work, parents receive useful information about the content of working with children, paid and free services provided by specialists (speech therapist, psychologist, ophthalmologist, swimming and hardening instructor, social pedagogue, psychologist).

Open classes with children in preschool for parents

Purpose: to acquaint parents with the structure and specifics of conducting classes in a preschool educational institution. The teacher during the lesson can include an element of conversation with parents (the child can tell something new to the guest, introduce him to his circle of interests).

Pedagogical council with the participation of parents

The goal is to involve parents in an active understanding of the problems of raising children in the family based on their individual needs.

parent conferences.

Purpose: exchange of experience in family education. Parents prepare a message in advance, the teacher, if necessary, assists in choosing a topic, designing a speech. An expert can speak at the conference. His speech is given as a starter, to provoke discussion, and if possible, discussion. The conference can be held within the framework of one preschool institution, but conferences of city and district scales are also practiced. It is important to determine the current topic of the conference ("Children's health care", "The role of the family in the upbringing of the child"). An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference. You can finish the conference with a joint concert of children, employees of a preschool institution, family members.

Mini meetings.

An interesting family is revealed, its upbringing experience is studied. Then she invites two or three families who share her positions in family education.

Pedagogical councils.

The council consists of an educator, head, deputy head for core activities, a teacher-psychologist, a speech therapist teacher, a head nurse, and members of the parent committee. At the consultation, the educational potential of the family, its financial situation and the status of the child in the family are discussed. The result of the work of the council can be:

availability of information about the characteristics of a particular family;

determination of measures to help parents in raising a child;

development of a program for the individual correction of the behavior of parents.

family clubs.

Unlike parent meetings, which are based on an edifying and instructive form of communication, the club builds relationships with the family on the principles of voluntariness and personal interest. In such a club, people are united by a common problem and a joint search for optimal forms of assistance to the child. The topics of the meetings are formulated and requested by the parents. Family clubs are dynamic structures. They can merge into one big club or break up into smaller ones - it all depends on the theme of the meeting and the plan of the organizers.

A significant help in the work of the clubs is the library of special literature on the problems of upbringing, education and development of children. Teachers monitor the timely exchange, selection of necessary books, make annotations of new products.

Business game - room for creativity.

Purpose: development and consolidation of certain skills, the ability to prevent conflict situations. It brings the participants of the game as close as possible to the real situation, forms the skills to quickly make pedagogically correct decisions, the ability to see and correct the mistake in time. Roles in business games can be distributed in different ways. Educators, managers, social educators, parents, members of the parent committee, etc. can participate in it. A referent (there may be several of them) also takes part in the business game, who monitors his object using a special observation card.

The topic of business games can be various conflict situations.

In the process of these games, the participants do not just “absorb” certain knowledge, but construct a new model of actions and relationships. During the discussion, the participants of the game, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Approximate themes of games can be: “Morning in your house”, “Walk in your family”, “Day off: what is it like?”.

Training game exercises and tasks.

They help to assess various ways of interacting with the child, to choose more successful forms of addressing him and communicating with him, to replace unwanted ones with constructive ones. The parent involved in the game training begins communication with the child, comprehends new truths.

One of the forms of work with parents at the present stage is the holding of various competitions.

Evening of questions and answers.

Purpose: to clarify the pedagogical knowledge of parents, the ability to apply them in practice, learn about something new, replenish each other's knowledge, discuss some problems in the development of children. Evenings of questions and answers are concentrated pedagogical information on a wide variety of issues, which are often of a debatable nature, and the answers to them often turn into a heated, interested discussion. The role of question and answer evenings in equipping parents with pedagogical knowledge lies not only in the answers themselves, which in itself is very important, but also in the form of these evenings. They should take place as a relaxed, equal communication

parents and educators as lessons in pedagogical reflection.

Parents are notified about this evening no later than a month in advance. During this time, methodologists, educators should prepare for it: collect questions, group, distribute them in the teaching staff to prepare answers. At the evening of questions and answers, the presence of most members of the teaching staff, as well as specialists - doctors, lawyers, social educators, psychologists, etc., is desirable, depending on the content of the questions.

When working with parents, you should use a form such as “Parent University”, where different departments can work according to the needs of parents:

"Department of competent motherhood" (Being a mother is my new profession).

"Department of Effective Parenting" (Mom and Dad - the first and main teachers).

"Department of family traditions" (Grandparents - keepers of family traditions).

In order to make the work of the "Parent University" more productive, preschool activities with parents can be organized at different levels: general kindergarten, intra-group, individual-family.

"Oral journal" is one of the expedient forms of work with a team of parents, which allows them to acquaint them with several problems of raising children in a kindergarten and family at once, provides replenishment and deepening of parents' knowledge on certain issues.

Each "page" of the "Oral Journal" ends with children's performances, which allows parents to see the children's existing knowledge on these issues. For example, the first page of the "Oral Journal" is devoted to teaching children the rules of the road. Children prepare skits and poems dedicated to the prevention of accidents. This form of work with parents arouses their interest and desire to cooperate with teachers. "Oral journal" consists of 3-6 pages or headings, each takes from 5 to 10 minutes in duration. For example, we recommend using the headings: “It's interesting to know”, “Children say”, “Advice from a specialist”, etc. Parents are offered literature in advance to familiarize themselves with the problem, practical tasks, questions for discussion.

"Round table" with parents

Purpose: in an unconventional setting with the obligatory participation of specialists, discuss with parents the current problems of education.

Meetings at the Round Table expand the educational horizons not only of parents, but also of teachers themselves. Parents are invited to the "round table" meeting, expressing in writing or orally their desire to participate in the discussion of a particular topic with specialists. The principle of partnership and dialogue is implemented in holding "Round Tables", parents are invited to sign a "business card" and pin it on their chests. Communication takes place in a relaxed manner with a discussion of topical issues of raising children, taking into account the wishes of parents, using methods to activate them.

Parent duty. Along with open days, parents and members of the parent committee are on duty. Ample opportunities for observation are provided to parents during children's walks on the site, on holidays, evenings of entertainment. This form of pedagogical propaganda is very effective in helping the teaching staff overcome the superficial opinion that parents still have about the role of kindergarten in the life and upbringing of children. Parents on duty are involved in excursions and walks with children outside the kindergarten, in leisure and entertainment activities.

The number of shifts during the week, month, year can be set at the discretion of the kindergarten management and the parent committee, as well as depending on the capabilities of the parents themselves.

While on duty, parents should not interfere in the pedagogical process.

They can express their thoughts or comments to the educator, head, and later write down in a special notebook.

"Remote" consultations. A box (envelope) for questions is being prepared

parents. Reading the mail, the teacher can prepare a complete answer in advance, study the literature, consult with colleagues or redirect the question. This form gets a response from parents - they ask a variety of questions that they did not want to talk about aloud.

Leisure of parents and children allow you to fill in sports - mass

Events. For example: "Mom, dad and I are a sports family." Joint meaningful leisure activities, when parents and children relax together, contribute to the strengthening and deepening of ties between them.

Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops, a school for young parents. This form of work makes it possible to talk about the methods and techniques of learning and show them: how to read a book, look at illustrations, talk about what they read, how to prepare a child’s hand for writing, how to exercise the articulatory apparatus, etc.

Meetings with parents, such as "Pedagogical Kaleidoscope," Yumorina "," Valentine's Day "allow not only to reveal the pedagogical knowledge of parents, their horizons, but also help to get closer to each other, evoke an emotional response from communication, from the event, and also cause interest and desire to cooperate with teachers.

Of great importance in the educational process is the holding of joint events such as theatrical performances. At general parent meetings, you can show the performances of parents and children in performances. This brings great joy to parents and children when preparing and showing theatrical performances. Joint success can be shared over a cup of aromatic tea.

Given the busyness of parents, such non-traditional forms of communication with the family as "Parental mail" and "Hotline" are also used.

Any family member has the opportunity in a short note to express doubts about the methods of raising their child, seek help from a specific specialist, etc. The helpline helps parents anonymously find out any problems that are significant to them, warn teachers about noticed unusual manifestations of children.

The library of games is also an unconventional form of interaction with the family. Since games require adult participation, this forces parents to communicate with the child. If the tradition of joint home games is instilled, new games appear in the library, invented by adults together with children.

Thematic exhibitions are created both for the parent team of the entire kindergarten, and for parents of one group. Parents themselves can be involved in their design: entrust the selection of material on a specific topic, find clippings from newspapers and magazines, make patterns for homemade toys. Magazines for parents allow to acquaint parents with this or that issue of education in more detail.

The goal is to supplement verbal information for parents with drawings, photographs, natural objects (samples of toys, play materials, works of art, etc.) made by the hands of children, parents, educators.

Attract, contribute to the rapprochement of teachers, parents and children, various creative workshops, mugs Crazy hands, "Piggy banks of ideas." Modern fuss and haste, as well as crowding or, conversely, the excessive luxury of modern apartments, almost excluded the opportunity to engage in needlework and handicrafts from a child's life. In the room where the circle works, children and adults can find everything they need for artistic creativity: paper, cardboard, waste materials, etc.

The participation of families in competitions for the best drawing, napkin, handicraft made from natural materials not only enriches family leisure, but also unites children and adults in common activities. Parents do not remain indifferent: they collect drawings, photographs, and prepare interesting crafts with their children. The result of the joint creativity of children and parents contributed to the development of the child's emotions, aroused a sense of pride in their parents.

Trusting relationships between parents and caregivers can be established in joint activities. At events such as "Days of Good Deeds" - repair of toys, furniture, groups, assistance in creating a subject-developing environment in the group, an atmosphere of peace and warm relationships between teachers and parents is being established.

Joint excursions, hikes, picnics.

The purpose of such events is to strengthen parent-child relationships. Parents have the opportunity to be with the child, to entice, to interest by personal example. Children return from these trips enriched with new impressions about nature, about insects, about their land. Then they enthusiastically draw, make crafts from natural materials, arrange exhibitions of joint creativity “There was a birch tree in the field”, “Miracles for children from unnecessary things”, “Mom's hands, dad's hands and my little hands”, “Nature and fantasy”. As a result, diligence, accuracy, attention to relatives, respect for work are brought up in children. This is the beginning of patriotic education, love for the Motherland is born from a feeling of love for one's family.

Family vernissage, photo exhibitions "My dear mother", "The best father", "My friendly family", "Family - a healthy lifestyle". The lively interest and even surprise of parents is caused by the exhibition - stand "Family through the eyes of a child", where children share their dreams. From the point of view of adults, the dreams of children in the family were material: a new doll, a car, a robot. But the children express other wishes: “I dream of a brother and sister”, “I dream that everyone lives together”, “I dream that my parents do not quarrel”. This makes parents look at their family relationships from a different angle, try to strengthen them, and pay more attention to children.

Video films that are created on a specific topic, for example, “Labor education of a child in a family”, “Labor education of children in kindergarten”, etc.

An interesting form of cooperation is the publication of a newspaper. The parent newspaper is issued by the parents themselves. In it, they note interesting cases from the life of the family, share their experience of upbringing on certain issues. For example, "Family day off", "My mom", "My dad", "I'm at home". The administration of the kindergarten, teachers, specialists can participate in the creation of the newspaper.

They must find a place in working with parents: home teachers' councils, pedagogical drawing rooms, lecture halls, informal conversations, press conferences, clubs of fathers, grandparents.

Especially popular among both teachers and parents are non-traditional forms of communication with parents, built according to the type of television and entertainment programs, games and aimed at establishing informal contacts with parents, drawing their attention to kindergarten. Parents get to know their child better, because they see him in a different, new environment for themselves, and get closer to teachers. So, parents are involved in the preparation of matinees, write scripts, participate in competitions. Games with pedagogical content are held, for example, "Pedagogical Field of Miracles", "Pedagogical Case", "KVN", "Talk Show", break-ring, where opposite points of view on the problem are discussed and much more. You can organize a pedagogical library for parents (books are given to them at home), an exhibition of joint works of parents and children “Dad's hands, mom's hands and my little hands”, leisure activities “Inseparable friends: adults and children”, “Family carnivals”.

Parents can also use:

Individual notebooks, where the teacher records the success of children in various activities, parents can mark what interests them in raising children.

Information leaflets that may contain the following information:

announcements about meetings, events, excursions;

requests for help;

thanks to volunteers, etc.

Notes for parents.

Brochures

Brochures help parents learn about kindergarten. Brochures can describe the concept of the kindergarten and give general information about it.

Benefits.

The manuals contain detailed information about the kindergarten. Families can apply for benefits throughout the year.

Bulletin.

The newsletter can be issued once or twice a month to keep families updated on special events, program changes, and more.

Weekly notes.

A weekly note, addressed directly to parents, informs the family about the health, mood, behavior of the child in kindergarten, about his favorite activities and other information.

informal notes.

Caregivers can send short notes home with the child to inform the family about the child's new achievement or just

mastered skill, to thank the family for the assistance provided; there may be recordings of children's speech, interesting sayings of the child, etc. Families can also send notes to the kindergarten expressing gratitude or containing requests.

Bulletin board.

The bulletin board is a wall screen that informs parents about meetings for the day and more.

Suggestion box.

This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with the parenting group.

Reports.

Written progress reports are a form of communication with families that can be helpful, provided they do not replace face-to-face contact.

There are techniques for creating roles for parents.

Parents can play different formal and informal roles in the program. Below are some of them.

Group guest.

Parents should be encouraged to come to the group to watch and play with their children.

Volunteer.

Parents and children may have common interests or skills. Adults can help educators, take part in performances, help organize events, provide transportation, help clean, equip and decorate group rooms, etc.

Paid position.

Some parents may take a paid position in the program as a member of the parenting team.

Thus, the creative use of traditional forms of work (conversations, consultations, questionnaires, visual agitation, etc.) and non-traditional ones ("Oral magazine", discussion club, question and answer evening, etc.) allows for more successful and effective cooperation with parents. The combination of all forms of work with parents helps to increase the theoretical knowledge of parents, encourages them to revise the methods and techniques of home education, and properly organize the diverse activities of the kindergarten.

4. Creation of a new model of interaction between the preschool educational institution and the family

To do this, you need to organize a successful activity, since a person grows only in successful activity. It is necessary to teach the parent to create an image of a successful child. Recognition of the priority of family education requires a different relationship between the family and the preschool educational institution, namely: cooperation, interaction and trust. Kindergarten and family, ideally, should strive to create a single space for the development of the child. This requires a number of specific conditions: mutual trust in the relationship between the teacher and parents;

taking into account the individuality of each family: age, education,

number, lifestyle, material and pedagogical level;

use of various forms of work with parents;

simultaneous influence on parents and children;

systematic and consistent work with parents;

observance of pedagogical tact.

The role of the teacher today:

1. Keeps parents informed about their child's development.

2. Assesses the child.

3. Indicates how to act in a particular case.

4. Gives homework to parents.

5. Works to meet the needs of preschool programs.

6. Teaches the parent how to develop the child.

7. Believes that he knows everything about children and parents (confident in his competence).

The role of the teacher - employee, partner:

1) Relies on the initiative of the parent and offers his own.

2) He learns about the child from the parent and evaluates the child together with him.

3) Does not give ready-made advice, but solves the problem together with the parents.

4) Suitable for the parent, taking into account the individuality of the family.

5) Helps parents to create a successful activity for the child for self-realization of the individual.

6) Helps parents in the correctness of family education, sometimes learns from parents.

7) Does not teach parents, but gives advice as a certified specialist.

8) The highest goal and content of the work is the child. A new model of interaction: parent - family - teacher.

The basis of any interaction is the creation of joint activities, which involves collective creative activity. To organize it, you need the following:

Negotiate with both parties.

Determine goals, means, forms, approaches.

Using different directions (brainstorming method).

Formation of the core to create a collective opinion.

Conclusion

The changes taking place today in the field of preschool education are aimed primarily at improving its quality. It, in turn, largely depends on the coherence of the actions of the family and the preschool educational institution. A positive result can only be achieved when considering the family and kindergarten within the framework of a single educational space (CES), which implies interaction, cooperation between preschool teachers and parents throughout the child's preschool childhood.
The most important feature of the SEP and at the same time the condition for its creation is the definition and acceptance by the participants of the pedagogical process of the common goals and objectives of educating preschoolers, which are formed in a single program for the upbringing, education and development of children.
Modern programs for the education of preschoolers are built on the basis of the Concept of preschool education, the achievements of psychology and pedagogy. However, parents who are social customers of educational services often do not have deep knowledge in this area. Therefore, the goal and objectives of public education should be the subject of a detailed discussion by teachers and parents, during which the teacher needs to convey to the family his vision of the result of raising a child and coordinate it with the pedagogical attitudes of the parents. The next sign and condition for the creation of the SEP should be the development and adoption of uniform requirements for the child at home and in the preschool educational institution. This contributes not only to the creation of psychological comfort for the child, but also to strengthening the authority of parents and teachers.
An equally important sign and condition for the creation of the CEP is the development of a common approach to solving the problems of education, the identification, generalization and coordination of pedagogical methods and techniques based on the study of the educational experience of the family and the transfer of information to parents about the technologies of the educational process.
Thus, modernity poses rather difficult tasks for preschool educational institutions and makes high demands on the professionalism of teachers.

Literature:

1. Azarov Yu.P. Family Pedagogy. - Politizdat Publishing House, 1985.
2. Arnautova E.P., Ivanova E.M. Communication with parents: why, how? - M., 1993.
3. Raising a child in a family. Questions of theory and methodology. - M., 1979.
4. Educator about working with the family. Handbook for the kindergarten teacher. / Ed. N.F. Vinogradova. - M., 1989.
5. Kindergarten and family. / Ed. T.A. Markova. - M., 1986.
6. Zhukovskaya V.I. Conversations about education. - Minsk, 1969.
7. Zakharova L.N. Mom and dad grow up in a family. - M., 1986.
8. Kovaleva L.E. microclimate in the family. - M., 1979.
9. Krupina I.V. Fundamentals of family education. / Ed. T.I. Pidkasistogo. - M., 1996.
10. Makarenko A.S. About family upbringing. - M., 1983.
11. On the upbringing of preschool children in the family. / Ed. T.A. Markova, L.F. Ostrovskaya. - Publishing house of APN, 1963.
12. Spivakovskaya A.S. How to be parents. - M., 1986.
13. Titorenko V.Ya. Family and personality formation. – M.: Minsk, 1987.

Project "Non-traditional forms of work with parents in kindergarten"

At the present stage of updating the preschool educational policy, much attention is paid to the problems of the family, family education, cooperation between the family and the educational organization.

The documents of the Ministry of Education and Science of the Russian Federation consider an updated educational strategy to create optimal conditions for the successful upbringing, development of preschoolers, interaction with parents, social partners.

In accordance with the Law "On Education in the Russian Federation" (2012) one of the main challenges facing childish preschool is "interaction with the family to ensure the full development of the child's personality."

Development federal state educational standard for preschool education (Order of the Ministry of Education and Science of the Russian Federation No. 1155 dated October 17, 2013) meets new social demands, one of which is the organization of interaction between a preschool educational organization and families of children for the successful implementation of the main educational program of a preschool educational institution.

The federal state educational standard for preschool education, which is aimed at positive socialization, actualizes the tasks of safe behavior in society, everyday life, and nature.

Type project. According to the dominant project activities: educational.

Members project: teachers, specialists of additional education, specialists of various professions, parents, children.

By nature of contacts: within the DOW, parents, children, microsociety.

Relevance.

Today, the interaction of the DOE with parents is an important part in work to overcome difficulties in the development and education of preschool children. Only in close cooperation, on mutual understanding of teachers and parents high results can be achieved.

The emergence of experience is due to the fact that contradictions appeared in work of teachers with parents. According to the observations of teachers and communication with parents the following conclusions: alone parents demand and openly declare that the upbringing and education of children should be kindergarten and they want to see the end kindergarten result, i.e. a child fully prepared for school. Others passively watch kindergarten work, others want to take part in the educational process, but they do not have time for this, and only a few are interested in active interaction with kindergarten. The teachers were dissatisfied with the fact that at the events You will not often see the informational nature of parents, more parents attract entertaining events, whether it's New Year's Eve or March 8, graduation. visit parents there were very few group meetings.

Interaction problem children's gardening with the family has always been relevant and difficult. Relevant because participation parents in the life of his children helps them to see a lot, but difficult, because everything parents are different, they, like children, need a special approach. Working with parents, we help them to see the difference between the world and the world of adults, overcome the authoritarian attitude towards the child, treat him as an equal to himself and understand that it is unacceptable to compare him with other children.

Problem. non-participation parents in the life of their child, the banal absence of any idea of ​​\u200b\u200bwhat a "successful" should be parent- and there is a certain problem in the relationship between the child and his family.

Help parents the psychological and pedagogical project"Non-traditional forms of work with parents" Goals project:

Optimization of partnership and cooperation relations between parents and child in the family;

Tasks:

Provide psychological and pedagogical assistance parents pupils of MDOAU in understanding their role, importance and opportunities in raising a healthy and successful child, mastering effective ways and techniques of establishing optimistic cooperation relations with mothers and children in the family.

Help parents to eliminate the misunderstanding of the emotional needs of the sphere of the child through a joint game creative cognitive activity.

Acquaintance with cultural routes in the city, organization of entertaining educational leisure with children;

Cooperation kindergarten with parents pupils in solving the problems of the educational program of the preschool educational institution for the organization of play, creative, constructive and labor activities of children in kindergarten.

Principles of interaction between the educator and parents:

Ability to create a friendly atmosphere conducive to dialogue;

Attention to problems parents, their subjective experiences;

Ability to provide psychological assistance;

Orientation to stimulate self-education parents;

The ability to see the smallest achievements and inspire confidence in success;

Positive attitude towards conversation parents for any problem;

The manifestation of pedagogical tact and moral and ethical standards in working with parents;

Sincerely wish to help in a difficult pedagogical situation;

The inadmissibility of comparing the guilty child with others. When considering a conflict situation, the analysis of the situation itself, and not the personal qualities of the child and his parents.

Forms of interaction with parents of pupils:

1. Information and analytical;

Questioning;

Testing;

Writing Method parents mini essays"My child".

2. Visually information forms;

Website of the preschool educational institution and teachers;

Issue of family wall newspapers;

Open display of direct educational activities for parents;

Photo exhibitions;

Family presentations;

Non-traditional open days.

3. Cognitive;

Non-traditional parent meetings;

informational-practical exercises "School parents";

Weekend itineraries or excursions;

Joint Job according to the thematic plan projects;

Round table.

4. Leisure;

Joint holidays, leisure, entertainment;

Joint sports days;

Family Theatre;

Participation parents in competitions, exhibitions

Implementation stages project

I stage (preparatory)

1. The study of scientific and methodological literature on the topic project.

2. Questionnaire parents.

3. Calendar and thematic plans within project.

4. Development methodological materials for implementation project.

II stage (basic)

1. Development summaries of events and their implementation.

2. Implementation of plans for the interaction of participants project.

Stage III (final)

1. Analysis of the work done work. (Parent meeting )

2. Presentation of the best experience of family education.

3. Photo shoot, interview parents, publications in the media and on the DOW website.

Expected Result

Having tested project, we are waiting for certain results:

At parents - trust should be formed, partnerships with children and educators;

Step up activity parents in the life of a child in a preschool;

Participation in various events that open loving, creative, kind parents.

Members project:

Children of senior preschool age

parents of pupils

Group educators

Teacher - psychologist

Musical director

Labor Instructor

Duration project: long term

Implementation timeline project: 2016 - 2017

Logistics security:

Specially organized and equipped rooms for participants project;

TV;

Computers;

Internet access;

multimedia equipment.

table 2

Foreseeable risks and their minimization

Risks and their minimization

not desire parents and teachers to participate in project. Increasing the level of motivation through conversations, consultations.

In progress project possible technical problems. Additional use of disks, flash drives and copies project activities.

Lack of transport for the transportation of pupils and parents on excursions Attraction parents and their personal vehicles.

Quarantine measures in preschool educational institutions in connection with viral diseases of preschoolers

Prevention of viral diseases, mask mode.

Integration of educational regions: "Cognitive Development", "Speech development", "Social and communicative development", "Artistic and aesthetic development".

Connection project with the Year of Childhood: Project harmoniously entered the year « Childhood » declared in Khanty-Mansiysk Autonomous Okrug - Yugra (Based on the order of the Governor of the Khanty-Mansiysk Autonomous Okrug - Yugra dated December 29, 2015 No. 341-rp "On the announcement in the Khanty-Mansiysk Autonomous Okrug - Yugra of the Year childhood in 2016. "because it includes a number of activities aimed at supporting the family and childhood.

Forms of work with pupils and parents on the implementation of the project: integrated, complex, frontal events, thematic entertainment, organization of creative events, excursions.

Methods and techniques work with pupils and parents on the implementation of the project: conversations, consultations, targeted walks, reading fiction, excursions, looking at paintings, games - quizzes, role-playing games, master classes, questioning, agitation and propaganda.

Kinds children's implementation activities project: playful, communicative, cognitive, creative, musical, visual, perception of fiction.

Table 3

activities of the teacher and parents of pupils

at different stages project work

Stages The activities of the teacher Types of activities of children, parents

Preparatory stage

Statement of the problem, goals and objectives project.

Definition of research methods, selection of literature, development teaching materials, recommendations, summaries of entertainment and GCD.

Giving help parents in choosing drawings, photos, videos, literature.

Questionnaire parents Getting into a problem.

Living in a game situation.

Offer your activities, ideas and games.

The main stage parents on the topic of the project.

Active Support parents in the preparation of theatrical activities, organization of excursions, exhibition design, mini-museum, layout "Flower City" etc.

Giving help parents in organizing events

Parents act as organizers of excursions, selection of topics for meetings and their forms

Final stage Preparation and active assistance in defense project, creating a multimedia presentation (slide show and report "From experience work » , awarding medals, diplomas, letters of thanks parents and pupils

Summarizing project(participants project sum up what worked, what didn’t work, what could have been avoided).

Create a multimedia presentation with parents and pupils.

Spreading parents notes for drivers parents other groups on the territory of the preschool educational institution

Table 4

forward planning project« Non-traditional forms of work of a preschool educational institution by a family »

2015 - 2016 (November - March)

No. Name of the event, form of work with parents Responsible

September

November Questionnaire parents"Studying the needs and interests parents(legal representatives) in cooperation with kindergarten» (Provision1)

Round table "Family Advice Box" educator,

parents

caregiver

https://vk.com/pochemuchka01, groups about the life of preschool educational institutions

educator,

parents

"Styles parental interaction »

Photo exhibition How do we celebrate family holidays?

educator,

parents

educator,

parents

Decor albums with practical materials on the topic project

Survey “Are you satisfied with the menu in kindergarten »

educator,

parents

educator,

parents

February Decorating the parent's corner.

Parental round table meeting.

"On the website of our preschool educational institution"

Mini essay "Our Family Values" educator,

parents

educator,

parents

Seminar - workshop "Fundamentals of Family Law"

Letters "Educator through the eyes parents » Parents

Teacher - psychologist

Parents

training "Let's get acquainted!"

Photo exhibition "My friendly family"

Teacher - psychologist

Parents

educator,

parents

Issue of a family wall newspaper "Healthy children in a healthy family"» Parents

May If you can't sit at home" (hikes, excursions)

Sports school coach

Role-playing game "I am an educator" educators, parents, pupils

Questionnaire "What am I parent ?» Parents

Teacher - psychologist

training "Let's get acquainted!" Teacher - psychologist

Parents

August "Mom, dad, I'm a sports family"

Seminar - workshop "If the child speaks badly"

physical education worker

caregiver

Questionnaire "Do I know my child well"» Teacher-psychologist parents

"Styles parental interaction » caregiver

parents

Weekend walk "My friendly family"

caregiver

parents

Reflection

Creative album created “This is dad, this is me, this is my street” together with parents(drawings, applications, crafts, poems, stories).

Designed layouts and panel: "We are together", "Flower City".

Memos made "I - parent » , attributes for role-playing games "Shadow Theater"

Conducted a quiz with parents"I know my child", questioning: “Me and my baby are outside.

Collage created "Our town".

As a result of the coordinated work of the preschool educational institution with the parents of pupils, we conclude that thanks to us we managed to achieve the following results:

The group created an original activating object-spatial environment (traffic rules corner, mini-museum "Large and small motherland » , exhibition "My family", exhibition of drawings);

Expanded horizons parents in the field of work of the preschool educational institution;

Together with parents developed visual materials that have a developmental impact and cognitive stimulation on children of senior preschool age, teaching the ability to use the layout "Flower City" to simulate the situation in the gaming space, to bring up responsibility for the safety of one's own life and the lives of other people;

Increased interest parents in cooperation with the kindergarten;

Thanks to initiative parents, a strong connection with the social facilities of the city has been established, which includes the development of creative independence, aesthetic taste through joint theatrical, visual activities of children and parents;

Thanks to non-traditional forms of work with parents, DOW managed to establish with parents pupils partnerships.

Thus, the results of the implementation project testify to the effectiveness of the chosen strategy work. Thanks to the cooperation, co-creation of educators, children and parents succeeded in achieving the intended goal and answering problematic questions.